Direct Instruction

International Guide to Student Achievement

Volumn , Issue , 2013, Pages 366-368

  Liem, Gregory Arief D ^a   Martin, Andrew J ^a  

^a UNIVERSITY OF SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85179209714     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203850398-121     Document Type: Chapter

References (14)

1. Adams, G., & Engelmann, S. (1996). Research on direct instruction:25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems.
2. Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103, 1-18.
3. Barbash, S. (2011). Clear teaching: With direct instruction, Siegfried Engelmann discovered a better way of teaching. Arlington, VA: Education Consumers Foundation.
4. Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125-230.
5. Donovan, J. J., & Radosevich, D. J. (1998). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84, 795-805.
6. Engelmann, S., & Carnine, D. (1991). Theory of instruction: Principles and applications. Eugene, OR: ADI Press.
7. Forness, S. R., Kavale, K. A., Blum, I. M., & Lloyd, J. W. (1997). Megaanalysis of meta-analyses: What works in special education. Teaching Exceptional Children, 29, 4-9.
8. Haas, M. (2005). Teaching methods for secondary algebra: A meta-analysis of findings. NASSP Bulletin, 89, 24-46.
9. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
10. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75-86.
11. Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14-19.
12. Meyer, L. A. (1984). Long-term effects of the Direct Instruction Project follow through. Elementary School Journal, 84, 380-394.
13. Swanson, H. L. (2000). What instruction works for students with learning disabilities? Summarizing the results of a meta-analysis of interventions studies. In R. M. Gersten, E. P. Schiller, & S. Vaughn (Eds.), Contemporary special education research: Syntheses of the knowledge base on critical instructional issues (pp. 1-30). Mahwah, NJ: Erlbaum.
14. Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist instruction: Success of failure? New York: Routledge.