A r c h i v e d  I n f o r m a t i o n

8. Research-based Instructional Models and Approaches

Bullard, P., & Taylor, B.O. (1993). Making school reform happen. Boston: Allyn and Bacon.

This book describes the effective schools improvement process and the individuals who can ensure its success through their teaching, leadership, accountability, and commitment. It is based on interviews with 450 people from various backgrounds and perspectives and discusses the philosophy behind the Effective Schools movement; the potential impact business strategies can have on outcome-based accountability; school-based management; and what reform changes mean for parents and students.

Charles A. Dana Center at The University of Texas-Austin and The STAR Center. (1997). Successful Texas schoolwide programs. Austin, TX: Author.

A team of researchers examined 26 high-poverty Texas schools that were receiving Title I funding, and where at least 70 percent of students passed the reading and mathematics sections of the Texas Assessment of Academic Skills. The report identifies seven characteristics common among these successful schools: (1) focus on the academic success of every student; (2) no excuses; (3) experimentation; (4) inclusivity; (5) sense of family; (6) collaboration and trust; and (7) passion for learning and growing. The report includes profiles of each of the 26 schools as well as quotes from school practitioners and parents. The accompanying video and discussion guide, "We Can Do It," are intended to encourage a commitment to inquiry and self-study and to assist schools in their reflection and planning processes.

Educational Testing Service. (1996). Research-based successful strategies. Tucker, GA: Author.

This booklet offers an overview of research-based strategies to improve education for all students, highlighting information on effective schools and school reform models. It also recommends readings that schoolwide planning team members and study groups can use to stimulate discussions on comprehensive school change.

Joyce, B., & Calhoun, E. (1996). Creating learning experiences: The role of instructional theory and research. Alexandria, VA: Association for Supervision and Curriculum Development.

The authors discuss alternative models of teaching and learning that schoolwide planning teams can draw on as they select research-based models for implementing comprehensive school reforms. The authors examine the conceptual frameworks of proven learning and teaching models developed over the past 30 years. They discuss the likely applications for the models and how classrooms can use the models to serve diverse learners. Information is organized according to concept-based frameworks and discusses different contexts in which models are most likely to be useful. This resource can help schoolwide planning team members and other school staff to select the most appropriate teaching and learning models for a particular school or group of students.

Slavin, R., & Fashola, O. (1998). Show me the evidence: Proven and promising programs for America's schools. Newbury Park, CA: Corwin Press.

This book reviews evidence about various education programs to help Title I schools devote their resources to those programs that demonstrate effectiveness in increasing student achievement. Special attention is given to Title I schoolwide programs. The book also suggests ways in which districts can design strategies for introducing, evaluating, and replicating successful models.

Stringfield, S., Ross, S., & Smith, L. (Eds.). (1996). Bold plans for school restructuring: The New American Schools designs. Mahwah, NJ: Lawrence Erlbaum Associates.

This book draws on the first three years' work of nine development teams working on the New American Schools project, which focuses on whole school restructuring designs. Each design team contributed a chapter to the book, describing its design selection process as well as its restructuring design. The designs include: the Audrey Cohen College System of Education; ATLAS Communities; the Co-NECT Design for School Change; the Expeditionary Learning Outward Bound Design; the Modern Red Schoolhouse; National Alliance for restructuring Education; Roots and Wings; Community Learning Centers; and Los Angeles Learning Centers.

Additional Publications about Research-based Instructional Models and Approaches

Adams, G.L., & Engelmann, S. (1997). Research on direct instruction: 25 years beyond  DISTAR. Seattle, WA: Educational Achievement Systems.

Adams, M.J., Stahl, S.A., Osborn, J., & Lehr, F. (1990). Beginning to read. Thinking and learning about print: A summary. Champaign, IL: Center for the Study of Reading, The Reading Research and Education Center, University of Illinois at Urbana-Champaign.

Adler, M. (1982). The Paideia proposal. New York: MacMillan.

Centre for Educational Research and Innovation. (1994). Quality in teaching. Paris, France: Organization for Economic Co-operation and Development.

Crawford, J. (1997). Best evidence: Research foundations of the Bilingual Education Act. Washington, DC: National Clearinghouse for Bilingual Education.

Fullan, M., & Miles, M. (1992). Getting reform right: What works and what doesn't. Phi Delta Kappan, 73(10), 745-752.

Graves, D.H. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann.

Hartse, J.C., Short, K.G., & Burke, C. (1988). Creating classrooms for authors: The reading-writing connection. Portsmouth, NH: Heinemann.

Henderson, A.T., & Berla, N. (1995). The family is critical to student achievement. Washington, DC: Center for Law and Education.

Hiebert, E. H. (1994). Reading recovery in the United States: What difference does it make to an age cohort? Educational Researcher, 23(9), 15-25.

Herman, R., & Stringfield, S. (1997). Ten promising programs for educating disadvantaged students: Review of research on implementation and potential effects. Arlington, VA: Educational Research Service.

Hopfenberg, W., & Levin, H. (1993). Accelerated schools resource guide. San Francisco: Jossey-Bass Publishers.

Klein, S., Medrich, E., & Perez-Ferreiro, V. (1996). Fitting the pieces: Education reform that works. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education.

Levine, D.U., & Lezotte, L.W. (1990). Unusually effective schools: A review and analysis of research and practice. Madison, WI: The National Center for Effective Schools Research and Development.

Marzano, R. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.

National Center for Effective Schools Research and Development. (1991). A handbook for implementing school improvement. Madison, WI: University of Wisconsin.

Quellmalz, E., Shields, P.M., Knapp, M.S., Bamburg, J.D., Anderson, L., Hawkins, E., Hill, L., Ruskus, J., & Wilson, C.L. (1995). School-based reform: Lessons from a national study: A guide for school reform teams. Washington, DC: U.S. Department of Education.

Slavin, R., Madden, N., Dolan, L., Wasik, B., Ross, S, Smith, L., & Dianda, M. (1996). Success for all: A summary of research. Journal of Education for Students Placed At Risk, 1(1), 41-76.

Strickland, D.S., & Morrow, L.M. (Eds.). (1989). Emerging literacy: Young children learn to read and write. Newark, DE: International Reading Association.

Stringfield, S., Millsap, M.A., Herman, R., Yoder, N., Brigham, N., Nesselrodt, P., Schaffer, E., Karweit, N., Levin, M., & Stevens, R. (1997, April). Urban and suburban/rural special strategies for educating disadvantaged children: Final year report. Washington, DC: U.S. Department of Education.

Temple University Center for Research in Human Development and Education. (1996). National invitational conference on implementation of the Title I program: Implications for improving our capacity for achieving student success. Philadelphia, PA: Author.

Weber, G. (1971). Inner-city children can be taught to read: Four successful schools. Washington, DC: Council for Basic Education.

Zemelman, S., Daniels, H., Hyde, A. (1993). Best practices. New Standards for Teaching and Learning in All Schools. Portsmouth, NH: Heinemann Press

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[7. Meeting the Needs of Diverse Learners]

[Resource II - Idea Books, Federal Laws,..]