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Journal Article: Direct instruction: Its contributions to high school achievement

Journal Article » Direct instruction: Its contributions to high school achievement

Categories

Curriculum, Curriculum Development, Secondary Education, Teaching, Methods

Authors

Kozioff, Martin A.; LaNunziata, Louis; Cowardin, James; Bessellieu, Frances B.

Published

2000, Dec

Abstract

Describes the design principles, instructional practices, and specific curricula of Direct Instruction. At a time when public schools are increasingly held accountable for students' achievement and for closing and preventing the achievement gap between minority/disadvantaged and white/advantaged students, Direct Instruction provides highly effective programs whose implementation fosters beneficial change in students' engagement and achievement, in teachers' skill at instruction and evaluation, and in the social organization of schools (e.g., strong shared mission and teacher teaming). Information in this paper will assist high school teachers and administrators to: (1) integrate Direct Instruction programs (e.g., in math, science, history, reading, and writing) in high school curricula; (2) use features of Direct Instruction (if not commercial programs) in virtually any high school classes to ensure strong student involvement and content mastery, and (3) make important contributions to district-wide school reform that involves the introduction of Direct Instruction beginning in early elementary grades and continuing through high school. (PsycINFO Database Record (c) 2009 APA )

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