This session will describe the social validity, usability and intent to use of an interactive, state-of-the-art, professional development program based on the Response to Intervention (RtI) approach and its core components (e.g., problem-solving strategy; three tiers of intervention service delivery with universal, selected and intensive…

The concept that classroom teachers have the knowledge, skill, and experience to validate research findings as related to specific objectives and the broader outcomes of education is discussed. Teaching effectiveness is enhanced by matching principles of learning (participation, readiness, comprehension, satisfaction, and retention) with…

Researchers from Mid-continent Research for Education and Learning (McREL) have analyzed thousands of quantitative studies published over the last 30 years to determine what works in classrooms and in schools. In two earlier meta-analyses, McREL identified teacher and school practices that have the largest effects on student achievement. McREL has…

A study used hypertext to analyze links between 45 learning/instructional theories, 18 concepts, and 17 learning domains in the Theory into Practice (TIP) database. Results suggest that there is less overlap in theories of learning and instruction than commonly assumed. Use of this kind of tool for research and practice is discussed. (MSE)