Description

Evidence-Based Educational Methods answers the challenge of the No Child Left Behind Act of 2001 by promoting evidence-based educational methods designed to improve student learning. Behavioral scientists have been refining these instructional methods for decades before the current call for evidence-based education. Precision Teaching, Direct Instruction, Computerized Teaching, Personalized System of Instruction, and other unique applications of behavior analysis are all informed by the scientific principles of learning, have been tested in the laboratory, and are often shown to have significant success in field applications. This book details each of these approaches to education based on the principles of behavior analysis. Individuals and agencies responsible for instruction that leaves no child behind will find this compendium an important resource for meeting that challenge, and young educators will greatly benefit from this text, as they will see a blueprint of the evidence-based education systems being planned for the future.

Key Features

* The education literature is replete with fly-by-night ideas and unresearched opinions about how to teach children. This book has none of that. The reader is given researched educational methods. In fact, some methods draw on 3 or 4 decades of experimental data. The whole book is cohesive, not just a patchwork of different educators' opinions. All of the chapters are built on basic scientific principles of behavior, and all of the methods can be used with one another * This is a book by scientist-practitioners, but not for scientists only. A parent can read many of these chapters, see the merit in the methods, and convey the need and the process for each of the methods * No book stands alone, but is connected to a greater literature base. The reader is shown where other information can be found about these methods. * The only thing better than scientific data is scientific data supported by consumer testimonial

Readership

Researchers in educational psychology, education, and cognitive psychology, as well as teachers and policy makers.

Table of Contents

Contributors. D.J. Moran,Preface. Part I: Introduction to Evidence-Based Educational Methods D.J. Moran, The Need for Evidence-Based Educational Methods. Introduction. No Child Left Behind. Behavior Analysis and Education. L.D. Frederick and J.H. Hummel, Reviewing the Outcomes and Principles of Effective Instruction. Introduction. Precision Teaching. Direct Instruction. Programmed Instruction. Personalized System of Instruction. Summary and Conclusions. R.D. Greer and D.D. Keohane, A Real Science and Technology of Education. Introduction. The Need for a Strategic Science of Instruction. Components of an Advanced and Sophisticated Science and Technology of Instruction. Cabas: A Systems Technology of Schooling and a Strategic Science of Pedagogy. Conclusion. Part II: Precision Teaching C. Merbitz, D. Vieitez, N.H. Merbitz, and H.S. Pennypacker, Precision Teaching: Foundations and Classroom Implications. Why Precision Teaching? The Chart. Example of Precision Teaching Implementation. Read a Chart. Chart Features. Another Chart Example: Middle School. Learning/Celeration. Precision Teaching's Place in Teaching and Education. Ethics and Precision Teaching Measures in Schools. C. Merbitz, D. Vieitez, N.H. Merbitz, and C. Binder, Precision Teaching: Applications in Education and Beyond. Introduction. Precision Teaching and Special Education. Precision Teaching for Adult Learners in Col

Details

No. of pages:
408
Language:
English
Copyright:
© 2004
Published:
Imprint:
Academic Press
Print ISBN:
9780125060417
Electronic ISBN:
9780080491301

About the editors

Daniel Moran

Affiliations and Expertise

MidAmerican Psychological Institute, Joliet, Illinois, U.S.A.

Richard Malott

Affiliations and Expertise

Western Michigan University, Kalamazoo, U.S.A.