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ERIC Number: EJ1055304
Record Type: Journal
Publication Date: 2014-Oct
Pages: 7
Abstractor: As Provided
ISSN: EISSN-1941-3432
Toward a Common Understanding of Research-Based Instructional Strategies
Goodwin, Deborah; Webb, Mary Ann
Research in Higher Education Journal, v26 Oct 2014
A review of available books, articles and on-line resources which deal with "Research-Based Instructional Strategies" will produce a plethora of materials which promote the effectiveness of these strategies on student achievement. Also, a perusal of classroom instruction and teacher evaluation instruments will reveal that many of the evaluation instruments used for evaluating teachers address, to some degree, the use of "Research-Based" or "High Yield" instructional strategies. Since there is such a vast number of references to "Research-Based" and "High Yield Strategies", and since teachers are evaluated on their implementation of said strategies, there is an obvious need for a common understanding and definition of those strategies. This research project sought to determine what strategies classroom teachers believe are actually "Research-Based" strategies. When asked to self-report on the implementation of research-based strategies in the classroom, teachers overwhelmingly report that they are indeed using these strategies in the classroom. However, when asked to list the research-based strategies that they use in their classroom, the teachers' answers to the open-ended question show a lack of a common understanding of what is meant by "Research-Based Strategies." Many teachers listed resources and materials rather than strategies. The implication of this research is that any education community should establish a common understanding and definition of "Research-Based" Instructional Strategies.
Publisher Info: Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A