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Doug Carnine

DougCarnine

  

"Teaching well — to those who are likely to fail — is a precious gift."

- Doug Carnine

 

  


 

Position:
Board Member

Education:
B.S. in Psychology, University of Illinois

M.A. in Special Education, University of Oregon

Ph.D. in Educational Psychology, University of Utah                  

                                                     

Douglas Carnine is a Professor Emeritus at the University of Oregon. He was a National Science Foundation Fellow in Psychology as an undergraduate at the University of Illinois, where he graduated with distinction and Phi Beta Kappa in 1969. He completed his Ph.D. in Educational Psychology at the University of Utah in 1974. In 1981 he received the Ersted Award for outstanding teaching at the University of Oregon. Dr. Carnine has directed or co-directed over 20 federally funded grants, totaling over $15,000,000. As Director of the National Center to Improve the Tools of Educators he worked with publishers on incorporating research-based practices in educational tools and with legislative, state board, business, community, and union groups to understand the policy implications of research-based educational tools for diverse learners. Dr. Carnine has worked with these groups in California, Virginia, Washington, Texas, and New York. He received a presidential appointment to the National Institute For Literacy, was confirmed by the U.S. Senate, and served as a program committee chair for several years.

Since retirement from the UO, he has been developing a mindful kindness project that includes two books, Saint Badass: Transcendence in Tucker Max Hell (see 75 second trailer here) and How Love Wins: The Power of Mindful Kindness (see 75 second trailer here), and a related website, feedkindness.com.

Dr. Carnine has over 100 scholarly publications: over 60 research articles in refereed journals, 40 essays, over 20 chapters in books, and seven books (two on university-level computer science, Teaching Higher Order Thinking, Theory of Instruction, Instructional Strategies for Diverse Learners, Direct Instruction Reading, and Direct Instruction Math.). He is a co-author of textbooks for the elementary grades (mathematics and science), for the middle grades (science, world history, US history, and English literature and composition), and English literature and composition textbooks for high school.

He has presented at over a 100 conferences in the United States, Canada, South America, Europe, the former USSR, Africa, Australia, and New Zealand. He has served as consulting editor or editorial board member for eight journals.

Implementing Direct Instruction Successfully: An Online Tutorial

When implemented fully, Direct Instruction (DI) is unparalleled in its ability to improve student performance and enhance students’ self-esteem. In order to implement DI effectively, much more is required than simply purchasing instructional materials. The following two-part tutorial guides administrators, teachers and coaches through the key features of a successful DI implementation. Part I provides an overview of the steps schools need to take in preparation for a DI implementation before school starts while Part II provides an overview of the steps schools need to take after school has started.

rating starIMPORTANT: This tutorial is an intensive video series comprised of 18 segments, each followed by a series of questions. Users should allow approximately three hours to watch the videos and complete the questions. NIFDI recognizes the high demand for time placed on school officials and, for this reason, has structured the tutorial so users may stop at anytime and later resume where they left off.

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Have a slow connection? You can view the quiz portion (no videos) of the tutorial here. To get a copy of the videos on disk to use with this method, please contact us at 877.485.1973 or .

New to Direct Instruction? Watch the Introduction to Direct Instruction Video Series before taking the online tutorial.

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