Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.

Autor/inn/en	Marzano, Robert J.; Pickering, Debra J.; Pollock, Jane E.
Institution	Mid-Continent Research for Education and Learning, Aurora, CO.; Association for Supervision and Curriculum Development, Alexandria, VA.
Titel	Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.
Quelle	(2001), (187 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87120-504-1
Schlagwörter	Leitfaden; Academic Achievement; Cooperative Learning; Cues; Differences; Educational Research; Elementary Secondary Education; Feedback; Homework; Hypothesis Testing; Inquiry; Notetaking; Objectives; Questioning Techniques; Recognition (Achievement); Reinforcement; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Kooperatives Lernen; Stichwort; Unterscheiden; Bildungsforschung; Pädagogische Forschung; Hausaufgabe; Hypothesenprüfung; Hypothesentest; Goal definition; Zielsetzung; Befragungstechnik; Fragetechnik; Soziale Anerkennung; Positive Verstärkung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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)
Anmerkungen	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).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC