ERIC Number: ED386854
Record Type: RIE
Publication Date: 1994-Mar-4
Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators. Executive Summary. Technical Report No. 6.
Ellis, Edwin S.; And Others
This executive summary of a research synthesis on effective teaching principles notes current trends in effective teaching research and educational reform and finds that research from both teacher-centered and student-centered paradigms have substantial empirical support. Descriptions are then provided of 10 teaching principles identified as effective, including a summary of the research and limitations and barriers for each. The principles are: (1) students learn more when engaged actively in an instructional task; (2) high and moderate success rates correlate positively with student learning outcomes; (3) increased opportunity to learn content is correlated positively with increased student achievement; (4) students learn more when they are being directly taught or supervised by a teacher; (5) deliberate and careful scaffolding of instruction helps students become independent learners; (6) critical forms of knowledge that must be addressed are declarative knowledge, procedural knowledge, and conditional knowledge; (7) instruction in organizing, storing, and retrieving knowledge increases learning; (8) strategic instruction helps students become more independent, self-regulated learners; (9) explicit instruction also helps achieve this goal; and (10) the teaching of sameness within and across subjects promotes students' ability to access knowledge in novel problem-solving situations. (DB)
Publication Type: Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Coll. of Education.; National Center To Improve the Tools of Educators, Eugene, OR.
Note: For full report, see EC 304 242.