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Based on more than ten years of research, All Students Can Succeed
presents a comprehensive review of research related to Direct
Instruction (DI), a highly structured method of teaching based on
the assumption that all students can learn if given appropriate
instruction. The authors identify over 500 research reports
published over the last 50 years and encompassing almost 4,000
effect sizes, no doubt the largest meta-analysis of any single
method of instruction ever published. Extensive statistical
analyses show that estimates of DI's effectiveness are consistent
over time, with different research approaches, across different
school environments, students from all types of backgrounds,
different comparative programs, and both academic achievement and
non-academic outcomes including student self-confidence. Effects
are substantially stronger than those reported for other curricula.
When students have DI for more time and when teachers implement the
programs as designed, the effects are even stronger. Results
indicate that DI has the potential to dramatically change patterns
of student achievement in the United States. In an even-handed
style accessible to policy makers, educators, and parents, the
authors describe the theory underlying DI, its development, use,
and history; systematically examine criticisms; and discuss policy
implications. Extensive appendices provide detailed information for
researchers.
Based on more than ten years of research, All Students Can Succeed
presents a comprehensive review of research related to Direct
Instruction (DI), a highly structured method of teaching based on
the assumption that all students can learn if given appropriate
instruction. The authors identify over 500 research reports
published over the last 50 years and encompassing almost 4,000
effect sizes, no doubt the largest meta-analysis of any single
method of instruction ever published. Extensive statistical
analyses show that estimates of DI's effectiveness are consistent
over time, with different research approaches, across different
school environments, students from all types of backgrounds,
different comparative programs, and both academic achievement and
non-academic outcomes including student self-confidence. Effects
are substantially stronger than those reported for other curricula.
When students have DI for more time and when teachers implement the
programs as designed, the effects are even stronger. Results
indicate that DI has the potential to dramatically change patterns
of student achievement in the United States. In an even-handed
style accessible to policy makers, educators, and parents, the
authors describe the theory underlying DI, its development, use,
and history; systematically examine criticisms; and discuss policy
implications. Extensive appendices provide detailed information for
researchers.
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