ERIC Number: EJ940582
Record Type: Journal
Publication Date: 2011-Sep
Abstractor: As Provided
Reference Count: 48
Altering Instructional Delivery Options to Improve Intervention Outcomes: Does Increased Instructional Intensity Also Increase Instructional Effectiveness?
Begeny, John C.; Hawkins, Amy Lynn; Krouse, Hailey E.; Laugle, Kelly M.
Psychology in the Schools, v48 n8 p769-785 Sep 2011
With limited educational resources and numerous other variables that complicate effective teaching, educators need to think prudently about how to allocate resources. In essence, teachers must allocate resources in ways that will best maximize student learning. However, minimal research has systematically evaluated whether increased instructional intensity and resources meaningfully increase instructional effectiveness. As a preliminary attempt to address this research question, this study systematically evaluated the differential effectiveness of three intervention options that integrated the same instructional components but required varying levels of resources (i.e., teacher time for instructional delivery). To better isolate the research question, this study specifically evaluated interventions designed to improve students' reading fluency. Overall findings suggested that increased instructional intensity does not necessarily equate with increased instructional effectiveness. (Contains 1 table and 2 figures.)
Descriptors: Teacher Effectiveness, Intervention, Reading Fluency, Student Motivation, Program Effectiveness, Teacher Responsibility, Instructional Effectiveness, Educational Resources, Teaching Methods, Grade 2, Data Analysis, Research Methodology, Educational Psychology
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: firstname.lastname@example.org; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A