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Direct Instruction: A Project Follow Through Success Story in an Inner-City School

Meyer, L.; Gersten, R.; Gutkin, J.
Abstract:
This article addresses the successful implementation of Direct Instruction curriculum in P.S. 137 in Brooklyn, New York as part of Project Follow Through. The use of direct instruction at P.S. 137 resulted in consistent, significant, positive effects in all academic areas. The authors discuss the instructional components of the direct instruction model as well as the administrative, monitoring and supervisory elements. Additionally the authors address three evaluations of the implementation of direct instruction at P.S. 137. Monitoring quality and quantity of the instruction was designated as a key component to the success of the program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1983
Main publication type:
DI Overview & Background
Subtype:
Article
Source:
The Elementary School Journal
Volume:
84
Number:
2
Pages:
241-252
Design type:
N/A
Fidelity monitored:
No
Students included:
Economically disadvantaged students, minority students, kindergarten students, first grade students, second grade students, third grade students
Other tags:
Direct instruction, basic skills, higher-order cognitive skills, Distar, Wide Range Achievement Test (WRAT), Metropolitan Achievement Test (MAT), Stanford Achievement Test, Project Follow Through
Location/Setting:
Inner city school, New York City, Ocean Hill-Brownsville section of the borough of Brooklyn

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