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ERIC Number: ED303977
Record Type: RIE
Publication Date: 1987-Sep
Pages: 49
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Instructional Factors that Influence Student Achievement: An Integrative Review. Monograph No. 7. University of Minnesota Instructional Alternatives Project.
Ysseldyke, James E.; And Others
The monograph provides an integrative review on the environmental and instructional factors that appear to be most conducive to the complex, interactive, and interdependent process of learning. Ten instructional strategies empirically documented to have a critical impact on a student's ability to learn are discussed in detail. They are: (1) The degree to which classroom management is effective and efficient; (2) The degree to which there is a sense of "positiveness" in the school environment. (3) The degree to which there is an appropriate instructional match; (4) The degree to which teaching goals and teacher expectations of student performance and success are stated clearly and are understood by the student; (5) The degree to which lessons are presented clearly and follow specific instructional procedures; (6) The degree to which instructional support is provided for the individual student; (7) The degree to which sufficient time is allocated for academics and instructional time is used efficiently; (8) The degree to which the student's opportunity to respond is high; (9) The degree to which the teacher actively monitors student progress and understanding; and (10) The degree to which student performance is evaluated appropriately and frequently. (DB)
Publication Type: Collected Works - Serials; Information Analyses
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis.