Understanding instruction

Instructional-Design Theories and Models

Volumn 3, Issue , 2009, Pages 27-35

  Reigeluth, Charles M ^a   Keller, John B ^b  

^a INDIANA UNIVERSITY   (United States)

^b INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84898356874     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203872130     Document Type: Chapter

References (6)

1. Engelmann, S., Becker, W.C., Carnine, D., & Gersten, R. (1988). The direct instruction follow through model: Design and outcomes. Education and Treatment of Children, 11(4), 303-317.
2. Gagné, R. M. (1985). The conditions of learning and theory of instruction. New York: Holt, Rinehart & Winston.
3. Reigeluth, C. M. (1983). Instructional-design theories and models: Vol. 1. An overview of their current status. Hillsdale, NJ: Erlbaum.
4. Reigeluth, C. M., & Moore, J. (1999). Cognitive education and the cognitive domain. In C. M. Reigeluth (Ed.), Instructional-design theories and models: Vol. 2. A new paradigm of instructional theory (pp. 51-68). Mahwah, NJ: Erlbaum.
5. Schlechty, P. (2002). Working on the work. New York: Wiley.
6. Slavin, R. (2008). Perspectives on evidence-based research in education what works? Issues in synthesizing educational program evaluations. Educational Researcher, 37, 5-14.