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ERIC Number: ED450096
Record Type: Non-Journal
Publication Date: 2001
Pages: 187
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-87120-504-1
ISSN: N/A
Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.
Marzano, Robert J.; Pickering, Debra J.; Pollock, Jane E.
This book provides information on what works in education, how teachers can find what works, how educational research can find its way into classrooms, and how teachers can apply it to help individual students. Data come from a meta-analysis of research studies on instructional strategies that could be used by K-12 teachers. Nine research-based teaching strategies that have a positive effect on student learning are examined: identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; and questions, cues, and advance organizers. For each strategy, the book provides statistical effect sizes and shows how they translate into percentile gains for students. Each chapter presents extended classroom examples of teachers and students in action; models of successful instruction; and a variety of frames, rubrics, organizers, and charts to help teachers plan and implement the strategies. After describing the strategies, the book examines specific applications (teaching specific types of knowledge and using the nine categories in instructional planning). An appendix presents a conversion table for effect size/percentile gain. (Contains approximately 290 references.) (SM)
Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714; Tel: 703-578-9600 or 800-933-2723; Fax: 703-575-5400; E-mail: member@ascd.org; Web site: http://www.ascd.org (ASCD members $20.95, nonmembers $24.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.; Association for Supervision and Curriculum Development, Alexandria, VA.