ERIC Number: EJ787342
Record Type: Journal
Publication Date: 2001-Jan
Reference Count: 72
Direct Instruction: Its Contributions to High School Achievement
Kozioff, Martin A.; LaNunziata, Louis; Cowardin, James; Bessellieu, Frances B.
High School Journal, v84 n2 p54-71 Dec 2000-Jan 2001
This paper describes the design principles, instructional practices, and specific curricula of Direct Instruction--one example of focused, systematic, explicit instruction. At a time when public schools are increasingly held accountable for students' achievement and for closing and preventing the achievement gap between minority/disadvantaged and white/advantaged students, Direct Instruction provides highly effective programs whose implementation fosters beneficial change in students' engagement and achievement, in teachers' skill at instruction and evaluation, and in the social organization of schools (e.g., strong shared mission and teacher teaming). Information in this paper will assist high school teachers and administrators to: (1) integrate Direct Instruction programs (e.g., in math, science, history, reading, and writing) in high school curricula; (2) use features of Direct Instruction (if not commercial programs) in virtually any high school classes to ensure strong student involvement and content mastery; and (3) make important contributions to district-wide school reform that involves the introduction of Direct Instruction beginning in early elementary grades and continuing through high school.
Descriptors: High Schools, Academic Achievement, Educational Change, Secondary School Teachers, Team Teaching, Teaching Methods, Mastery Learning, Equal Education, Thinking Skills, Program Implementation
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: email@example.com; Web site: http://uncpress.unc.edu/journals/j-hsj.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers; Administrators
Authoring Institution: N/A