A highly proficient Direct Instruction (DI) teacher is a teacher who is able to demonstrate the effective use of Direct Instruction curriculum and teaching practices, resulting in sustainability and high student achievement. In this qualitative case study investigation, I describe and, when possible, explain how two teachers reflected on the…

The current study was designed to expand on previous research examining the effect of terminology on ratings of intervention acceptability and to investigate the effects of terminology on judgments of outcome data and willingness to implement. Secondarily, this study explored teacher beliefs and instructional style. The sample for this study…

The purpose of this intervention study was to test the use of a reading comprehension strategy with students who are deaf/hard of hearing (D/HH) in monitoring and resolving problems with comprehension. The strategy, named Comprehension Check and Repair (CC&R), was designed for D/HH students who struggle with comprehension, despite at least…

The reported level of use of eight instructional strategies in a sample of 531 special educators in the Czech Republic was examined in this study. Consistent with recent parallel studies in North America and Australia, the respondents reported that they used a combination of evidence-based instructional practices (such as direct instruction and…

Drawing on large-scale international teachers' data from Hungary, Korea, Norway, and Turkey in the Teaching and Learning International Survey in 2008 assessment, this study examined the relationships between new teachers' beliefs about instruction (direct transmission and constructivist beliefs) and teaching practices (structured, student…

This study examined one tutor's evolving use of particular talk moves during comprehension strategies instruction in a university-based clinical setting. Through engaging in audiotape reflection and transcript analysis with a coach, the tutor made shifts toward more explicit and purposeful strategies instruction, yet did not consistently…

As part of the Small Schools movement in Chicago Public Schools, a high school dedicated to African-centered education was chartered. The virtues of Ma'at and the Nguzo Saba, otherwise known as the seven principles of Kwanza, were the foundational principles of the school and were to be integrated into all of the practices and policies of the…

This study used a single-subject multiple probe design to investigate the use of Direct Instruction (DI) to teach students with autism to tell time to the five-minute increment. Exercises from "Connecting Math Concepts" were used as the DI component during intervention. All students increased their telling-time skills to the five-minute…

Federal legislation mandates that appropriate education be provided for all students in US public schools (Individuals with Disabilities Education Act, 2004; No Child Left Behind, 2001). The use of evidence-based instructional practices for special education, such as Direct Instruction and Strategy Instruction, is one example of mandated…

Research Findings: Western ideas and progressive pedagogies have been introduced to China (including Shenzhen), Hong Kong, and Singapore to replace traditional Chinese pedagogy. But these imported ideas are not congruent with traditional Chinese culture and thus have encountered resistance from Chinese teachers. The present study observed and…

Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11-13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading…

This study examines on-site facilitator practices and activities that support rural high school students taking online courses. We compare online instructors' perspectives of facilitator practices with facilitators' own reports of their practices and activities. A qualitative analysis of end-of-course interview data from instructors and…

The perception of high school special education math students and their teachers regarding the collaboration and provision of specially designed instruction was explored in this qualitative study. The theoretical framework proposed that a balance between constructivism and direct instruction within a student-centered classroom would encourage…

The purpose of the study was to provide a data-based description of West Virginia special education teachers' roles, responsibilities, and practices relevant to their participation in selected components of the Response to Intervention (RTI) process. Special educators' practices related to assessment, tiered instruction, decision making, and…

The Bureau of Indian Education (BIE) established a System of Support program that included certain mandates for schools in restructuring and school improvement within the framework of the No Child Left Behind Act (NCLB). The Bureau operates 184 elementary schools and 24 colleges nationwide. Some of the schools are required to utilize scripted…