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Folder Volume 16

  • Effective School Practices, Vol. 16, No. 1 & 2 - Fall 1996/Winter 1997
  • Effective School Practices, Vol. 16, No. 4 - Fall 1997
  • Effective School Practices, Vol. 16, No. 3 - Summer 1997

Documents

pdf Effective School Practices, Vol. 16, No. 1 & 2 - Fall 1996/Winter 1997 Popular

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Effective School Practices, Vol. 16, No. 1 & 2 - Fall 1996/Winter 1997
  • Chapter 1 from a Middle School History Text Designed Around Big Ideas
  • A Big Idea in Middle School Reasoning and Writing
  • Middle School Mathematics Curricula Designed around Big Ideas
  • Middle School Science Curricula Designed around Big Ideas
  • Corrective Reading
  • Morphographic Spelling
  • Five Intervention Studies Evaluating Understanding U.S. History
  • A Comparison of "Big Idea" Design in Reasoning and Writing wtih Constructivist Methods
  • Meta-Analysis of Studies of Mathematics Curricula Designed around Big Ideas
  • A Review of Sseveral Studies of Corrective Reading

pdf Effective School Practices, Vol. 16, No. 3 - Summer 1997 Popular

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  • Parent protests against bilingual education in LA
  • Bilingual ed: Is it a flop?
  • Students caught in cross fire over pros, cons of program
  • The Language Minority Student and Special Education: Issues Trends, and Paradoxes
  • Structured Immersion for Language Minority Students: Results of a Longitudinal Evaluation
  • Structured Immersion for Hispanic Students in the US: Findings from the Fourteen-Year Evaluation of the Uvalde, Texas Program
  • School-wide Application for Direct Instruction: Spelling Mastery at Yeshiva

pdf Effective School Practices, Vol. 16, No. 4 - Fall 1997 Popular

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Effective School Practices, Vol. 16, No. 4 - Fall 1997
  • A Remarkable Day: In Memory of Al Shankar
  • Delivering Feedback on Teaching Performance to Improve Student Instruction: Looking for Methods in Hopes of Avoiding Madness
  • Focus on Student Performance -- The Key to Effective Supervision
  • The Impact of DI Workshop Training in the Classrooms
  • The Effectiveness of In-class Instructive Feedback Versus After-Class Instructive Feedback For Teachers Learning Direct Instruction Teaching Behaviors
  • The Effects of Simulation and Feedback on Preservice Teachers and Their Acquisition of Specific Direct Instruction Teaching Skills
  • Reliability of Cooperating Teacher Supervisors in a Direct Instruction Practicum

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