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  48. <h3>By Myles Friedman, Diane H. Harwell, and Katherine C. Schnepel</h3>
  49. <h3>Textbook and Instructor's Manual</h3>
  50. <p>7&quot; X 9&quot; paperback<br />202 pages (book)<br />68 pages (manual)</p>
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  94. <ul>
  95. <li><a href="#ov">Overview</a></li>
  96. <li><a href="#toc">Table of Contents</a></li>
  97. <li><a href="#toc2">TOC (Manual)</a></li>
  98. <li><a href="#rev">Book Reviews</a></li>
  99. <li><a href="#auth">About The Authors</a></li>
  100. </ul>
  101. <div id="ov">We took time from our research to publish texts that will enable teachers to raise student achievement: <b>Developing Teaching Effectiveness</b> and its companion <b>Instructor&#146;s Manual.</b> Competitive texts claim that the teaching strategies they recommend are research-based, but often very little research is cited to back their claim. The effectiveness of each of the 21 teaching strategies in Developing Teaching Effectiveness is confirmed by from 66 to over 578 research studies that are referenced. Numerous examples of applications of each strategy are provided as well as practice exercises and a self-administered quiz with answers to facilitate understanding. The Instructor&#146;s Manual contains aids and assessment instruments.
  102. </div>
  103. <div id="toc">
  104. User's Guide</B>
  105. <p><font face="Futura"><i>Audience</i></font></p>
  106. <p><font face="Futura"><i>Purpose</i></font></p>
  107. <p><font face="Futura"><i>Organization</i></font></p>
  108. <p><font face="Futura"><i>Table of Contents</i></font></p>
  109. <p><font face="Futura"><i>Guidelines for Making Instructional Decisions</i></font></p>
  110. <p><font face="Futura"><i>Glossary</i></font></p>
  111. <p><font face="Futura">1. <b>Effective Instructional Strategies</b><br>
  112. </font></p>
  113. <p><font face="Futura">1. Taking Student Readiness into Account</font></p>
  114. <p><font face="Futura">2. Defining Instructional Expectations</font></p>
  115. <p><font face="Futura">3. Providing Instructional Evaluation</font></p>
  116. <p><font face="Futura">4. Providing Corrective Instruction</font></p>
  117. <p><font face="Futura">5. Keeping Students on Task</font></p>
  118. <p><font face="Futura">6. Maximizing Teaching Time</font></p>
  119. <p><font face="Futura">7. Providing Ample Learning Time</font></p>
  120. <p><font face="Futura">8. Providing Transfer of Learning Instruction</font></p>
  121. <p><font face="Futura">9. Providing Decision-Making Instruction</font></p>
  122. <p><font face="Futura">10.Providing Prediction and Problem-Solving Instruction</font></p>
  123. <p><font face="Futura">11.Providing Contiguity</font></p>
  124. <p><font face="Futura">12.Utilizing Repetition Effectively</font></p>
  125. <p><font face="Futura">13.Utilizing Unifers</font></p>
  126. <p><font face="Futura">14.Providing One-to-One Tutoring</font></p>
  127. <p><font face="Futura">15.Utilizing Reminders</font></p>
  128. <p><font face="Futura">16.Utilizing Teamwork</font></p>
  129. <p><font face="Futura">17. Reducing Student/Teacher Ratio Below 21 to 1</font></p>
  130. <p><font face="Futura">18.Clarifying Communication</font></p>
  131. <p><font face="Futura">19.Utilizing Question and Answer Instruction</font></p>
  132. <p><font face="Futura">20.Utilizing Computerized Instruction</font></p>
  133. <p><font face="Futura">21.Utilizing Demonstrations</font></p>
  134. <p><font face="Futura"><b>II. Instructional Aids</b></font></p>
  135. <p><font face="Futura">22. Controlling Classroom Disruptions</font></p>
  136. <p><font face="Futura">23. Preschool Instruction</font></p>
  137. <p><font face="Futura">24. Enlisting Student Motivation</font></p>
  138. <p><font face="Futura"><i>Appendix: Quiz Keys</i></font></p>
  139. <p><font face="Futura"><i>About the Authors</i></font></p>
  140. </div>
  141. <div id="toc2">
  142. <p><font face="Futura">Instructor's Guide</font></p>
  143. <blockquote>
  144. <p><font face="Futura"><i>Instructor's Resources</i></font></p>
  145. </blockquote>
  146. <p><font face="Futura">Guidelines for Developing a Syllabus</font></p>
  147. <p><font face="Futura">Test Item Pool</font></p>
  148. <blockquote>
  149. <p><font face="Futura"><i>Multiple-Choice Test Items for the 21 Effective Instructional Strategies</i></font></p>
  150. <p><font face="Futura"><i>Multiple-Choice Test Items that Assess Multiple Strategies</i></font></p>
  151. <p><font face="Futura"><i>Match Item Types</i></font></p>
  152. <p><font face="Futura"><i>Sequencing Item Types</i></font></p>
  153. </blockquote>
  154. <p><font face="Futura">Term Paper Specifications</font></p>
  155. <blockquote>
  156. <p><font face="Futura"><i>Term Paper Instructions</i></font></p>
  157. <p><font face="Futura"><i>Term Paper Scoring Criteria</i></font></p>
  158. </blockquote>
  159. <p><font face="Futura">Teaching Observation Instrument</font></p>
  160. <blockquote>
  161. <p><font face="Futura"><i>Observer Instructions</i></font></p>
  162. <p><font face="Futura"><i>Scoring</i></font></p>
  163. <p><font face="Futura"><i>Observations </i></font></p>
  164. <p><font face="Futura"><i>References</i></font></p>
  165. </div>
  166. <div id="rev">
  167. <p><font face="Futura">Please consider these endorsements from respected educators.<br>
  168. </font></p>
  169. <ul>
  170. <li type="disc"><font face="Futura"><i>&quot;Never before has a professional development textbook explained as many different teaching strategies proven to increase student achievement. It pulls together in one place all of the instructional strategies that are supported by research evidence.&quot; </i><b>Robert Stevens, Ph.D., Associate Professor of Educational Psychology, Penn State University </b><br>
  171. <br>
  172. </font>
  173. <li type="disc"><font face="Futura"><i>&quot;Best wishes on a job well done. I am confident that there is a need for the text and instructor&#146;s manual.&quot;</i> <b>Jacqueline E. Jacobs, PhD., Professor and Department Head, Department of Educational Leadership and Foundations, Western Carolina University<br>
  174. </b><br>
  175. </font>
  176. <li type="disc"><font face="Futura">&quot;<i>Comprehensive, well thought out, well organized, and clear&#133;I think the text and the manual will be very helpful to teachers as tools for professional development.&quot;</i> <b>Patricia Burns, Ph.D., Superintendent, Lancaster County Schools, South Carolina</b></font>
  177. </div>
  178. <div id="auth">
  179. <p><font face="Futura"><b>Myles I. Friedman</b> is a </font><font face="Futura">Distinguished Professor Emeritus of Education at the <a href="http://www.ed.sc.edu/">University of South Carolina</a> and former CEO of the <a href="index.html" title="EDIE home">Institute for Evidence-Based Decision-Making in Education</a>. </font><font face="Futura">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.<br>
  180. </font>
  181. <p><font face="Futura"><b>Diane Harwell, Ph.D.</b>, has an earned educational specialist degree and doctorate in Educational Administration from the <a href="http://www.ed.sc.edu/">University of South Carolina</a> and Bachelor&#146;s and Master&#146;s degrees in English. She presently serves as Clinical Associate Professor in the Department of Educational Leadership and Policies, University of South Carolina. During her 40 years in education, she has served as teacher, assistant principal, district consultant for curriculum and instruction, and coordinator of school improvement, professional development, and leadership training at the South Carolina Department of Education. She serves as a consultant to help schools improve their instructional programs and teachers enhance their teaching skills.<br>
  182. </font></p>
  183. <p><font face="Futura"><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, <a href="http://www.ed.sc.edu/">University of South Carolina</a>. 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.<br>
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