Evidence-Based Educational Methods
Buku ini diterbitkan pertama kali pada tahun 2004 oleh Elsevier Academic Press, California. Buku ini buku edisi Pertama.
Judul: Evidence-Based Educational Methods
Oleh: Daniel J . Moran, et al
Penerbit: Elsevier Academic Press, California
Tahun: 2004
Jumlah Halaman: 407 hal.
Penulis:
Daniel J. Moran
Richard W. Malott
Lingkup Pembahasan:
Buku ini menjawab tantangan dengan menghadirkan prinsip dan aplikasi ilmiah yang bertujuan untuk meningkatkan pembelajaran manusia. Dekade sebelum era saat akuntabilitas, peneliti mengembangkan secara kuat penilaian dan metode pendidikan berdasarkan ilmu analisis perilaku. Precision Teaching (PT), Direct Instruction (DI), Computerized Teaching (Computers), Personalized System of Instruction (PSI), dan aplikasi unik lainnya analisis perilaku (misalnya, rekan Bimbingan dan Instruksi generatif) yang semua diinformasikan oleh prinsip-prinsip pembelajaran ilmiah, Mereka telah berhasil diuji di laboratorium, dan banyak juga telah diuji dengan sukses di lapangan.
Buku ini dibagi menjadi lima bagian tentang masing-masing empat pendekatan tersebut: PT, DI, Komputer, dan PSI, dan aplikasi bagian lain untuk tambahan. Penting untuk dicatat bahwa prinsip-prinsip dan aplikasi dari semua lima bagian dapat disintesis menjadi satu kesatuan yang kohesif. Masing-masing dari bagian memiliki banyak kesamaan dengan orang lain, tetapi masing-masing juga membawa berbagai perspektif dan teknik untuk pendidikan berbasis bukti. Selain itu, bab ditulis oleh peneliti terkemuka pendidikan dari setiap domain. Individu dan lembaga yang bertanggung jawab untuk melaksanakan instruksi yang tidak meninggalkan anak-anak di belakang akan menemukan maka buku ini merupakan sumber penting untuk mencapai tujuan yang penting. Tidak hanya dapat guru dan administrator menggunakan buku ini sebagai panduan berharga untuk meningkatkan pendidikan, tetapi orang tua terlibat, pemimpin masyarakat, dan kelompok PTA dapat menggunakannya sebagai model bagaimana pendidikan bias dirumuskan dan tujuan bisa dicapai. Selain itu, siswa-guru dapat menggunakannya sebagai teks menunjukkan cetak biru untuk sistem pendidikan berbasis bukti yang direncanakan untuk masa depan.
Buku ini adalah ringkasan dari metode pembelajaran secara empiris diverifikasi yang dapat diintegrasikan dengan mulus ke dalam pendidikan umum dan khusus dalam kurikulum. Buku ini unik menyatukan domain pendidikan yang terpisah oleh domain-domain dengan visi yang sama, sebuah filsafat pendidikan umum, dan prinsip-prinsip umum pembelajaran.
Daftar Isi
Contributors xix
Preface xxiii
1 Introduction to Evidence-Based Educational Methods
1. THE NEED FOR EVIDENCE-BASED EDUCATIONAL METHODS
Daniel J. Moran
Introduction 3
No Child Left Behind 4
Behavior Analysis and Education 5
2. REVIEWING THE OUTCOMES AND PRINCIPLES OF EFFECTIVE
INSTRUCTION
Laura D. Fredrick and John H. Hummel
Introduction 9
Precision Teaching 14
Direct Instruction 15
Programmed Instruction 17
Personalized System of Instruction 18
Summary and Conclusion 21
3. A REAL SCIENCE AND TECHNOLOGY OF EDUCATION
R. Douglas Greer and Dolleen-Day Keohane
Introduction 23
The Need for a Strategic Science of Instruction 25
Components of an Advanced and Sophisticated Science and Technology of Instruction 28
Cabas1: A Systems Technology of Schooling and a Strategic Science of Pedagogy 37
Conclusion 41
2 Precision Teaching
4. PRECISION TEACHING: FOUNDATIONS AND CLASSROOM APPLICATIONS
Charles Merbitz, Doreen Vieitez, Nancy Hansen Merbitz, and Henry S. Pennypacker
Why Precision Teaching? 47
The Chart 49
Example of Precision Teaching Implementation 50
Read a Chart 50
Chart Features 52
Another Chart Example: Middle School 55
Learning /Celeration 58
Precision Teaching’s Place in Teaching and Education 59
Ethics and Precision Teaching Measures in Schools 60
5. PRECISION TEACHING: APPLICATIONS IN EDUCATION AND BEYOND
Charles Merbitz, Doreen Vieitez, Nancy Hansen Merbitz, and Carl Binder
Introduction 63
Precision Teaching and Special Education 66
Precision Teaching for Adult Learners in College and Pre-Vocational Training 68
Precision Teaching Applications for Individuals with Various Disabilities 70
Precision Teaching with Thoughts, Urges, and Other ‘‘Inner’’ Phenomena 74
Precision Teaching, Computers, and Internet Resources 74
Conclusions 76
3 Direct Instruction
6. DIRECT INSTRUCTION: THE BIG IDEAS
Timothy A. Slocum
Introduction 81
Teaching Generalizable Strategies 82
Instructional Programs that Powerfully and Systematically Build Skills 83
Organize Instruction to Maximize High-Quality Instructional Interactions 87
Research Related to Direct Instruction 91
7. TEACHER-MADE SCRIPTED LESSONS
John H. Hummel, Martha L. Venn, and Philip L. Gunter
Introduction 95
Definition of Explicit Instruction 95
Scripted Lessons 96
Orient and Review 97
Presentation of New Content 98
Practice 99
Formal Assessments 101
Distributed Practice 105
Positive Outcomes of Scripted Lessons 106
8. THE COMPETENT LEARNER MODEL: A MERGING OF APPLIED BEHAVIOR
ANALYSIS, DIRECT INSTRUCTION, AND PRECISION TEACHING
Vicci Tucci, Daniel E. Hursh, and Richard E. Laitinen
Introduction 109
Applied Behavior Analysis and The Competent Learner Model 112
Direct Instruction and the Competent Learner Model 114
Precision Teaching and the Competent Learner Model 117
The Components of the Competent Learner Model 117
Evidence of the Impact of the Competent Learner Model 121
4 Computers and Teaching Machines
9. EFFECTIVE USE OF COMPUTERS IN INSTRUCTION
Marcie N. Desrochers and G. David Gentry
Introduction 127
What are the Types of Instructional Software? 128
What are the Features of EffectiveInstructional Software? 130
What Makes Software Design Effective? 132
What is the Evidence for the Effectiveness of Automated Instruction? 134
How Should Particular Instructional Software be Evaluated? 137
Conclusions 138
10. ADAPTIVE COMPUTERIZED EDUCATIONAL SYSTEMS: A CASE STUDY
Roger D. Ray
Undergraduate Teaching in the Modern University 143
Undergraduate Teaching in Small Liberal Arts Colleges 145
Computers and Adaptive Instruction 149
Adaptive Control, Teaching, and Learning 151
Adaptive Instruction 151
Adaptive Testing 153
Mediamatrix and its Current Use in Higher Education 154
More on Adaptive Programmed Instruction: Parametrics of How Mediamatrix Works 159
Assess and Certification Modes 159
Instructor Options for Managing Student Contact with the Tutoring System 160
Empirical Research on Mediamatrix Delivered Adaptive Instruction 161
Higher Education’s Four Horsemen of its Apocalypse 165
Conclusion 168
11. SELECTED FOR SUCCESS: HOW HEADSPROUT READING BASICSTM
TEACHES BEGINNING READING
T. V. Joe Layng, Janet S. Twyman, and Greg Stikeleather
Introduction 171
Key Skills and Strategies Students and Teachers’ Best Friends 172
Learning Methodologies: Foundational and Flexible 175
Embracing the Burden of Proof: Headsprout’s Unparalleled Learner Testing 178
Enabling Evolution: Headsprout’s Recombinant Teaching and Engineering Models 182
Headsprout’s Internet Advantage: Broad Availability and Continuous Improvement 183
Headsprout Reading basics: Empirical Data 183
Instructional Adaptability 184
Learner Performance Data 184
Reading Outcomes 185
Demonstrated Effective 192
Educator Feedback 192
Conclusion 195
5 Personalized System of Instruction
12. THE PERSONALIZED SYSTEM OF INSTRUCTION: A FLEXIBLE AND
EFFECTIVE APPROACH TO MASTERY LEARNING
Eric J. Fox
Introduction 201
History and Overview 202
Effectiveness 206
Flexibility 208
Implementing PSI in the 21st Century 209
Conclusion 216
13. MAKING THE MOST OF PSI WITH COMPUTER TECHNOLOGY
Joseph J. Pear, Toby L. Martin
Introduction 223
Computers in Higher Education 224
A Brief History of CAPSI 224
How CAPSI Utilizes Computer Capabilities 225
Information-Processing Capabilities 226
Refinements of CAPSI 230
The Peer Review System at Work 237
Comparison with Traditional Courses 241
Comparison with Other Computer-Mediated Courses 241
Expanding on Technology 242
Research Studies on CAPSI 242
6 Significant Developments in Evidence-Based Education
14. THE MORNINGSIDE MODEL OF GENERATIVE INSTRUCTION: AN
INTEGRATION OF RESEARCH-BASED PRACTICES
Kent Johnson and Elizabeth M. Street
About Morningside Academy 247
Current Work 248
Morningside Teachers’ Academy 249
Morningside Technology Transfer 249
Philosophical and Empirical Underpinnings 250
Generativity and Contingency Adduction 251
A System of Instruction 252
Establishing Objectives and Analyzing Content 252
Program Placement and Monitoring Based on Continuous
Measurement of Performance 261
Classroom Management 262
Empirical Data Supporting Technology Transfer of the Morningside
Model of Generative Instruction 263
Conclusion 264
15. LEARNING EFFICIENCY GOES TO COLLEGE
Guy S. Bruce
Introduction 267
What is Learning Efficiency? 268
Three Possible Causes of Poor Learning Efficiencies and Their Solutions 269
Case Study: Evaluating Learning Efficiencies in a CPSY 101 Course 270
What the Data Can Tell us about How to Improve Learning Efficiencies 272
Learning Efficiency Goes to College 274
16. TEACHING THE GENERIC SKILLS OF LANGUAGE AND COGNITION:
CONTRIBUTIONS FROM RELATIONAL FRAME THEORY
Yvonne Barnes-Holmes, Dermot Barnes-Holmes, and Carol Murphy
Introduction 277
Relational Frame Theory 279
Research in Relational Frame Theory and its Implications for Education 283
Summary and Conclusions 292
17. KEY INSTRUCTIONAL COMPONENTS OF EFFECTIVE PEER TUTORING FOR
TUTORS, TUTEES, AND PEER OBSERVERS
R. Douglas Greer, Dolleen-Day Keohane, Katherine Meincke, Grant Gautreaux,
Jo Ann Pereira, Mapy Chavez-Brown, and Lynn Yuan
Introduction 295
Responding, Engagement, and an Effective Teacher Measure 297
New Experimental Analyses of Components of Effective Tutoring: Brief Reports of Five
Studies 301
General Discussion 330
18. TRAINING PROFESSIONALS USING SEQUENTIAL BEHAVIOR ANALYSIS
Tom Sharpe, Daniel Balderson, and Hosung So
History and Introduction 335
Scientific Methods 340
Study Results 347
Implications for Education and Professional Training 354
A Future for Sequential Behavior Analysis 357
19. GRAMMAR AND WRITING SKILLS: APPLYING BEHAVIOR ANALYSIS
Marilyn B. Gilbert
Neglected Writing Skills 361
Methods of Teaching Writing 362
Writing as a Performance 364
Behavioral Strategies 365
The Process of Writing 371
A Last Word 373
Index 375
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