Effectiveness Of Direct Instruction Research Articles

On predictors of misconceptions about educational topics: A case of topic specificity.

A large variety of misconceptions about learning, teaching, and other educational topics is prevalent in the public but also among educational professionals. Such misconceptions may lead to ill-advised judgments and actions in private life, professional practice, and policymaking. Developing effective correction strategies for these misconceptions hinges on a better understanding of the factors that make individuals susceptible to or resilient against misconceptions. The present study surveyed students from educational and non-educational fields of study to investigate whether the endorsement of four typical educational misconceptions can be predicted by study-related variables (i.e., field of study and study progress) and by students' cognitive ability (i.e., numeracy), epistemic orientations, general world views (i.e., conservative orientation), and education-related values (i.e., educational goals). A sample of N = 315 undergraduates in teacher education and education- and non-education-related fields of study completed an online survey. Results from structural equation models showed that the pattern of effects strongly varied across the specific misconceptions. The two misconceptions related to teaching factors (i.e., class size and effectiveness of direct instruction as a teaching method) were the most strongly affected by the field of study and had an association with conservative orientation. In contrast, the misconception about the effectiveness of grade retention as an educational intervention was more prevalent among the students emphasizing conventional educational goals, such as discipline. None of the investigated explanatory variables proved predictive of the misconception about the "feminization" of education as an educational-equity topic. Moreover, neither numeracy nor epistemic orientation was found to have any effect on the endorsement of educational misconceptions. These findings emphasize the topic dependency of the factors that make individuals susceptible to misconceptions. Future research and intervention approaches need to consider the topic specificity of educational misconceptions.

Teaching Puzzle-Solving Skills to Students with Multiple Disabilities via a Tablet Computer

The aim of this study was to teach the puzzle-solving skills to students with multiple disabilities by using a tablet computer and enable them to demonstrate this skill fluently afterwards. The research was conducted in two phases. In the first phase, the effectiveness of direct instruction in teaching puzzle-solving skills to students with multiple disabilities by using a tablet computer was investigated. Also, generalization effect of the acquired skills on various materials and their maintenance effect after 1, 3 and 4 weeks were evaluated. In this phase of the study, multiple probe design with probe trials across subjects, one of the single-subject research designs, was used. In the second phase, it was aimed to increase the fluency of those students in puzzle-solving on a tablet computer. Similar to the first phase, a single-subject design, the changing criterion model was used in the second phase. Three participants, two male and one female, were involved in the study. All sessions were held as one-to-one instruction arrangements. The study revealed that direct instruction was effective in teaching puzzle-solving skills, the participants demonstrated the target skills at the end of weeks 1, 3 and 4. In addition, it was observed that they could generalize those skills to different materials, settings and people, and they improved their fluency.

The Ancient Chinese Views of Family Education Recorded in Pre-Qin (before 221 BC) Confucian Classics

<p>The Pre-Qin family education is a long neglected but important research topic in understanding Chinese education and culture. Although Chinese traditional family education is mostly under the influence of Confucianism there is not sufficient discussion in the Pre-Qin period as there are only scattered records related to this topic in various Pre-Qin classics. In addition, most research outputs in the field are on “jiaxun” (family instruction) which normally refers to family seniors’ commandments to their juniors from a cultural perspective. However, “jiating jiaoyu” (family education) can be defined as a mutual learning process in which individuals are socialized in family settings from perspectives of education and sociology. Based on this definition, the paper aims at exploring the special roles and contributions of the early Pre-Qin Confucian classics to the development of family education in China in terms of principle, aim, pedagogy, and role expectation of family member. The result shows that the Yijing (Book of Changes) brings out the views of strict family management style, supreme status of the father and role differentiation in the Pre-Qin period. The Lunyu (Analects) emphasizes the value of learning the shi (Book of Songs) and the li (Book of Rites) while the book Mengzi proposes a couple of innovative views on the parent-child relationship, role models, mutual education, environmental influence, and moral and role expectations in family education. The practicability of impartiality in family education and effectiveness of direct instruction in education are areas that need special attention from researchers and education policy makers.</p>

The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer "Wh-" Questions.

Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three "wh-" questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three "wh-" question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD.

The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

ABSTRACT To improve students' functional understanding of plagiarism, a variety of approaches was tried within a comprehensive information literacy program. Sessions were taught as a “module” inside a required communications skills class at a private university. Approaches taken included control, direct-instruction, and student-centered sessions. Students were taught content and definitions regarding plagiarism, what circumstances or instances constitute plagiarism, where to go for help in avoiding plagiarism, and what constitutes appropriate paraphrasing. Pretest and posttest scores indicated that no approach performed significantly better than the others; however, even though students improved across all methods, they nonetheless showed the need for more hands-on practice.

The effectiveness of direct instruction in a third-world context

The effectiveness of direct instruction in a third-world context

Direct Instruction – Background, Description and Research

The decision of the Australian Association of Special Education to sponsor a national study to investigate the effectiveness of Direct Instruction with mildly retarded children, is the climax of several years of burgeoning interest in and support for the approach. Initial advocacy of Direct Instruction was undertaken by Alex Maggs and his co-workers at Macquarie University (Bracey, et al 1975a, 1975b; Maggs and Morath, 1975, 1976a, 1976b; and Maggs and Moore, 1978). Today, proponents of the approach may be found in any number of schools, colleges and universities across the country.