Evidence-Based Instruction Is Not Enough: Strategies for Increasing Instructional Efficiency

Autor/inn/en	Konrad, Moira; Helf, Shawnna; Joseph, Laurice M.
Titel	Evidence-Based Instruction Is Not Enough: Strategies for Increasing Instructional Efficiency
Quelle	In: Intervention in School and Clinic, 47 (2011) 2, S.67-74 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451211414192
Schlagwörter	Evidence; Academic Achievement; Teaching Methods; Instructional Effectiveness; Instructional Improvement; Instructional Innovation; Efficiency; Instructional Development; Educational Practices; Change Strategies; Educational Change; Achievement Gap; Educational Strategies + Suchen Sie Ihr Suchwort? Evidenz; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Unterrichtsqualität; Educational Innovation; Bildungsinnovation; Effectiveness; Effektivität; Wirkungsgrad; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Lösungsstrategie; Bildungsreform; Lehrstrategie
Abstract	Even evidence-based instructional methods may not be sufficient for closing achievement gaps. If teachers are not maximizing instructional time, achievement gaps are likely to widen over time; therefore, instruction need not only be effective but efficient as well. The purposes of this article are to (a) provide practitioners with a broad definition of instructional efficiency and (b) describe several considerations for increasing efficiency in the classroom. Suggestions are made for planning, delivering, and evaluating instruction. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10