Prescriptive Teaching


Book Description




A Study of the Effectiveness of Prescriptive Teaching for Exceptional Children


Book Description

The study was designed to demonstrate the effectiveness of diagnostic teaching with 70 children (6 to 14 years old) with learning and behavioral disorders and to investigate the administrative plan which is most efficient and effective for implementing diagnostic teaching. Ss were divided into three experimental groups--Experimental Group I with teachers assisted by a resource teacher responsible for clinical remediation and by a teacher aide, Experimental Group II with teachers assisted by a resource teacher only, and Experimental Group III with teachers assisted by teacher aides. Teachers were graded in the areas of lesson preparation, teaching skills, communication skills, relationship with pupils, classroom management, and professonal and personal qualities; and students were given a test battery of descriptive and diagnostic tests. The psychoeducational diagnosis process was considered in terms of test information collection, guidelines for analyzing test results, and interpretation of psychoeducational data. Several case studies demonstrated how the prescriptive teaching programs were designed and implemented. Pre- and posttest analyses focused on students' intellectual, perceptual-motor, language, social, and academic development. Among findings were that prescriptive teaching was successful in improving functioning in language, perceptual-motor, social, and academic development; although test scores did not increase in a simple one to one ratio of remedial exercise to area of deficit; and the administrative plan most efficient and effective in implementing the prescriptive teaching program was the teacher aide and resource teacher combined, with the resource teacher alone almost as effective. A checklist to assist teachers in structuring observation of the child is included. (SB)










Theorizing Teaching


Book Description

This open access book seeks to create a forum for discussing key questions regarding theories on teaching: Which theories of teaching do we have? What are their attributes? What do they contain? How are they generated? How context-sensitive and content-specific do they need to be? Is it possible or even desirable to develop a comprehensive theory of teaching? The book identifies areas of convergence and divergence among the answers to these questions by prominent international scholars in research on teaching. Initiating exchanges among the authors, it then evaluates whether consensus can be reached on the areas of divergence. The book concludes by discussing lessons learned from this endeavor and outlines steps that need to be taken for advancing future work on theorizing teaching. As such, the book is aimed at readers interested in an overview of the theorizing of teaching and key open questions that, if addressed, help to move the field forward.




Better Learning Through Structured Teaching


Book Description

Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.




Teachers' Minds And Actions


Book Description

Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this collection of research conducted by scholars from Europe, North America, Israel and Hong Kong provides an overview of the current




Essentials of Response to Intervention


Book Description

Quickly acquire the knowledge and skills you need to accurately and effectively implement Response to Intervention (RTI) programs As adoption of the RTI model grows, professionals such as educational diagnosticians, school psychologists, general and special education teachers, and school administrators are eager to find resources that describe the theory behind it and provide useful guidelines for its effective implementation. Packaged in the user-friendly Essentials series format, and authored by two RTI experts, Essentials of Response to Intervention provides just that resource. This book offers a concise overview of the features of RTI, instruction for its implementation, and post-implementation guidelines for assessing whether a program has been effective. Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy mental health practitioners, and those in training, quickly acquire the psychoeducational assessment knowledge and skills they need. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you to gauge and reinforce your grasp of the information covered. Complete with a Foreword by Jim Ysseldyke, Essentials of Response to Intervention offers rich and up-to-date information on obtaining meaningful data for decision making, evaluation of the research base for RTI, and clinical applications of RTI. Other titles in the Essentials of Psychological Assessment series: Essentials of WISC-IV Assessment, Second Edition Essentials of Cross-Battery Assessment, Second Edition Essentials of Evidence-Based Academic Interventions Essentials of WJ IIITM Cognitive Abilities Assessment Essentials of WJ IIITM Tests of Achievement Assessment Essentials of WIAT-III and KTEA-II Assessment Essentials of Processing Assessment Essentials of Assessment Report Writing







Online Small Groups as Sites of Teaching


Book Description

Centered around a reflective narrative recounting the experiences of a participatory action research project into leading online small groups for adults in the Church of Sweden Diocese of Stockholm during 2021 and 2022, the dissertation argues for the need to reconceptualize and reemphasize teaching as an important aspect in Christian religious education. Employing creative non-fiction methods, the dissertation aims to broaden the scope of the initial Online Small Groups project, by inviting readers to join into a "learning journey." The narrative account is complemented with more traditional forms of analysis that connect experiences from online small groups in the Church of Sweden to similar research from Anglo-Saxon countries, noting especially how notions of community diverge due to different ecclesiological understandings. Insights are then synthesized into eight teaching strategies aimed at communicating actionable knowledge to small group leaders, before noting how the study complements research on Christian religious education and, particularly, the current debate about learning and teaching in the Church of Sweden.