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					<h1 class="lato">EDIE <span class="blue">INSTITUTE</span></h1>
					<h2>The Institute for Evidence-Based Decision-Making in Education</h2>
					<h3>A nonprofit corporation providing the evidence educators need to make informed decisions.</h3>
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				<h1>Effective Instruction:</h1>
				<h2><i>A Handbook of Evidence-Based Strategies</i></h2>
				<p>By Myles Friedman, Diane H. Harwell, and Katherine C. Schnepel</p>
				
				<p>An 840-page hardcover. ISBN 0-9666588-4-2</p>
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				<div id="tabs">
					<ul>
						<li><a href="#ov">Overview</a></li>
						<li><a href="#toc">Table of Contents</a></li>
						<li><a href="#rev">Book Reviews</a></li>
						<li><a href="#auth">About The Authors</a></li>
					</ul>
					<div id="ov">
						<p>Effective Instruction is unlike the usual <i>&quot;tips for teachers&quot;</i> books that quote experts and studies selected to support the author&#146;s bias.  It is a 840-page resource book that describes in plain English 21 instructional strategies proven to significantly improve student achievement.  From 66 to over 550 research studies are cited to document the effectiveness of each strategy.  Research results are clearly presented and referenced in detail so that anyone can verify the conclusions.  The strategies are classroom tested.  They can be readily incorporated in classroom instruction as well as in pre-service and in-service teacher education programs.  In addition, commonly used strategies proven not to work are exposed in the book.</p>
	<p>Distilled from thousands of research studies amassed over the last decade <u>Effective Instruction</u> meets the demands of the <a href="http://www.ed.gov/nclb/landing.jhtml">No Child Left Behind Act</a> for instruction to be based on solid evidence instead of personal opinion, political agendas, or compelling sales pitches.</p>
							</font></p>
	The Easy-to-Use Format<br>
	The evaluation of each strategy follows the same consistent format.  The purpose is to make each description simple to read, understand, and implement.
	Title of Strategy<br>
	Introduction </b>&#150; A non-researcher&#146;s orientation to the strategy.<br>
							<li>Student Beneficiaries</b> &#150; Types of students who have benefited from the strategy and their ages or grade levels.<br>
							<li><b>Learning Achieved</b> &#150; The learning or academic achievement enhanced by the strategy in the content areas covered.<br>
							<li><b>Instructional Tactics</b> &#150; A summary of the tactics used to apply the strategies integrated from different research studies.<br>
							<li><b>Cautions and Comments</b> &#150; A discussion of the constraints in applying the strategy, and comments to further clarify the presentation.<br>
							<li><b>Generalizations</b> &#150; Highlights the essence of the strategy.<br>
							<li><b>Supportive Research</b> &#150; A description of research studies that provide evidence supporting the validity of the strategy.<br>
							<li><b>Reference List </b>&#150; To help you obtain additional detail and corroboration.
						</ul>

					</div>
					<div id="toc">
					
						Table of Contents<BR>
						<BR>
						Userís Guide<BR>
						</B>Purpose of the Handbook<BR>
						The Importance of the Handbook<BR>
						Who Benefits From the Handbook<BR>
						Features and Focus of the Handbook<BR>
						The Presentation Format<BR>
						Promising Instructional Strategies<BR>
						Questionable Instructional Strategies<BR>
						Instructional Aids<BR>
						Statistical Findings<BR>
						Reference Presentations<BR>
						Suggestions for Using the Handbook<BR>
						Flexibility in Prescribing Instruction<BR>
						Delimitations of the Handbook<BR>
						Guidelines for Making Instructional Decisions<BR>
						Glossary<BR>
						<BR>
						<B>Part I. Effective Instructional Strategies<BR>
						</B><BR>
						1. Taking Student Readiness Into Account<BR>
						2. Defining Instructional Expectations<BR>
						3. Providing Instructional Evaluation<BR>
						4. Providing Corrective Instruction<BR>
						5. Keeping Students on Task<BR>
						6. Maximizing Teaching Time<BR>
						7. Providing Ample Learning Time<BR>
						8. Providing Transfer of Learning Instruction<BR>
						9. Providing Decision-Making Instruction<BR>
						10. Providing Prediction and Problem-Solving Instruction<BR>
						11. Providing Contiguity<BR>
						12. Utilizing Repetition Effectively<BR>
						13. Utilizing Unifiers<BR>
						14. Providing One-to-One Tutoring<BR>
						15. Utilizing Reminders<BR>
						16. Utilizing Teamwork<BR>
						17. Reducing Student/Teacher Ratio Below 21 to 1<BR>
						18. Clarifying Communication<BR>
						19. Utilizing Question and Answer Instruction<BR>
						20. Utilizing Computerized Instruction<BR>
						21. Utilizing Demonstrations</p>

						<p><B>Part II. Instructional Alerts</B></p>

						<p>22. Promising Instructional Strategies<BR>
						<i>Enlisting the Control Motive<BR>
						</i>23. Questionable Instructional Strategies<BR>
						<i>Matching Student-Teacher Field Dependent/Field Independent Cognitive Styles<BR>
						Ability Grouping Students<BR>
						Providing Reinforcements<BR>
						Providing Whole Language Instruction<BR>
						Portfolio Testing</i></p>

						<p><B>Part III. Instructional Aids<BR>
						</B><BR>
						24. Controlling Classroom Disruptions<BR>
						25. Developing Teaching Proficiency<BR>
						26. Preschool Instruction<BR>
						27. Developing Preventive Tutoring Programs<BR>
						28. Remedial tutoring Programs<BR>
						29. Instructional Testing and Evaluation<BR>
						30. Standards for Evaluating Curricula<BR>
						31. Signs of Common Disabilities</p>

						<p><B>Part IV. Statistical Findings by Chapter for Each Instructional
						Strategy</B></p>

						<p><B>Part V. Detailed References by Chapter <BR>
						Appendices</B></p>
						<p>Index of Researchers<BR>
						Subject Index<BR>
						About the Authors
					</div>
					<div id="rev">
						&quot;I believe the book should be very beneficial to administrators and staff development
						personnel. It pulls together in one place all of the instructional strategies that
						are supported by research evidenced&quot;.</i> <B>Robert Stevens, Ph.D., Associate
						Professor of Educational Psychology, Penn State University.</B><BR>
						<BR>
						<BR>
						<i>&quot;An exceptionally valuable resource. You and your colleagues are to be commended
						for the thoroughness with which you approached this work.&quot; </i><B>Lawrence Lezotte,
						Ph.D., Head, Effective Schools, Ltd., Former chair. Department of Educational Administration,
						Michigan State University.</B><BR>
						<BR>
						<BR>
						<i>&quot;The work is extraordinarily comprehensive in its treatment of the subject
						and will contribute significantly to the available body of research on effective
						instructional practices.&quot;</i> <B>Patricia Burns, Ph.D., Superintendent, Lancaster
						County School District, Lancaster, SC</B><BR>
						<BR>
						<BR>
						<i>&quot;Certainly the importance of having one source for school administrators
						and teachers to review the instructional practices that are repeatedly supported
						in the literature is immeasurable. Congratulations on an impressive work.&quot; </i><B>Jacqueline
						Jacobs, Ph.D., Professor, Educational Leadership and Foundations, Western Carolina
						University</B><BR>
						<BR>
						<BR>
						<i>&quot;I sincerely congratulate the authors on such an outstanding product. The
						text was concise and easy to interpret. The book will be a valuable resource and
						reference.&quot; </i><B>Lee Johnson, Vice President, Siena Heights University</B><BR>
						<BR>
						<BR>
						<i>&quot;You have written an outstanding book, which is most practical. Educators
						who are striving to reach the challenges of No Child Left Behind will discover many
						of the answers to their questions within Effective Instruction.&quot; </i><B>Arthur
						W Stellar, Ph.D., Superintendent of Taunton Public Schools, Taunton, Massachusetts,
						former CEO High/Scope Educational Research Foundation and President of ASCD</B>
					
					
					</div>
					<div id="auth">
						<p><B>Aileen C. Lau-Dickinson</B> has earned a doctorate in Special
						Education Administration, a Master's in Speech Science, Bachelor's in Speech Education.
						She is certified in speech correction, mental retardation, visually handicapped,
						speech and drama, and as a school psychologist. She has taught numerous courses in
						assessment. She is currently in private practice assessing and teaching students
						with learning difficulties. She received the <a href="http://www.scsha.com/awards.htm#Frank%20R.%20Kleffner%20Clinical%20Career%20Award"><FONT
						FACE="Futura">Frank R. Kleffner Clinical Career Award</a>
						by<a href="http://www.scsha.com/awards.htm"> the South
						Carolina Speech - Language - Hearing Association.</a>
						Dr. Dickinson has a number of publications and presentations on developmental assessment
						and instruction.<BR>
						<BR>
						<B>Myles I. Friedman </B>is a Distinguished Professor Emeritus of Education at the
						University of South Carolina and former CEO of the Institute for Evidence-Based Decision-Making
						in Education. A renowned educator and author, his books include Rational Behavior,
						Teaching Reading and Thinking Skills, Improving Teacher Education, Teaching Higher
						Order Thinking Skills to Gifted Students, Taking Control: Vitalizing Education, Ensuring
						Student Success, Improving the Quality of Life, and with Steven P. Fisher, Handbook
						On Effective Instructional Strategies. He spent more than 30 years conducting and
						applying research to improve education. Dr. Friedman's Master's and Ph.D. degrees
						in Educational Psychology were earned at the University of Chicago.</p>

						<p><B>Charles W. Hatch,</B> current President of EDIE is also
						President of CWH Consulting Company, Newberry, SC. He earned the Master of Arts in
						Teaching at Johns Hopkins University and his Ph.D. in Educational Research and Measurement
						at the University of South Carolina. He has taught college courses in tests and measurement,
						statistics, and test preparation. Dr. Hatch has published an Introductory Handbook
						for Statistical Package Programming and on predicting freshman retention. He has
						served as a consultant on test preparation, college retention, and microcomputers
						and software. <BR>
						<BR>
						<B>Jacqueline E Jacobs </B>is Associate Professor, Department
						of Educational Leadership and Policies, University of South Carolina. She has earned
						a Bachelor's degree in Special Education and Elementary Education, a Master's in
						Curriculum and Supervision, and a Doctorate in Special Education Administration.
						She served as a teacher and won an Outstanding Principal Award. She teaches courses
						in evaluation and measurement in special education. Her publications include articles
						on the role of the principal, reading recovery, and kids killing kids in school.<BR>
						<BR>
						<B>Amanda Nickerson</B> is an Assistant Professor of School Psychology in the Department
						of Educational and Counseling Psychology at the University of Albany, SUNY. She has
						taught classes on emotion, motivation, personality development and psychopathology,
						and has worked in the Devereaux Day School, Downington, PA. She also received a doctoral
						Leadership Fellowship from the U.S. Department of Education, Office of Special Education
						and Rehabilitative Services. Dr. Nickerson has published on the subject of essential
						skills for direct care professionals, parent and peer relationships, crisis intervention,
						violence prevention, and has received a research grant to study intimacy and pro-social
						behavior in early adolescents.<BR>
						<BR>
						<B>Katherine C. Schnepel </B>is a self-employed research and measurement consultant.
						She has earned Master's and Doctorate degrees in Educational Research and Measurement
						and a Bachelor's degree in Psychology. She has served as an adjunct professor in
						the Departments of Educational Psychology and Educational Leadership and Policy,
						University of South Carolina. She has made presentations on testing and measurement
						and mastery learning and has been employed as a research and measurement specialist
						at Richland School District One, Columbia, SC. Subjects she has taught include test
						item writing, interpreting test scores, measuring student achievement, and program
						evaluation.
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