Classroom Instruction That Works, Second Edition: Research Report
Andrea Beesley and Helen Apthorp
Teachers and Administrators
The findings in this study are the foundation of the second edition of McREL's Classroom Instruction That Works. The study updates and extends the original research synthesis, taking into account the best available research that has been done in the past decade.
There is a chapter for each strategy that explains the study's methods, results, how to connect new research to the original CITW findings, and main points and recommendations.
Key findings from the research:
- Note taking strategies are not intuitive. Guided note taking appears more effective than unstructured note taking.
- Teachers may not see immediate academic improvements from the effective use of recognition and praise strategies; however, there is a link between positive socio-emotional indicators and learning.
- The benefits of cooperative instruction extend beyond learning to include improved self-esteem and greater motivation and engagement with school.
Beesley, A. D., & Apthorp, H. S. (2010). Classroom instruction that works, second edition: Research report. Denver, CO: Mid-continent Research for Education and Learning.
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