We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the…

How can teachers learn what they need to know? Every community of educators, regardless of field or specialization, can benefit from being well informed about current research findings. A considerable amount of mathematics education research exists to inform teachers and administrators about teaching and learning mathematics. Research can show…

The enthusiastic acceptance of Madeline Hunter's ideas is worrisome, according to Slavin, because of the large-scale, mandated implementation of a stripped-down formula version of her principles. Hunter defends her work and argues that teachers should be free to use their own creativity. (MT)

Suggests that the work of reading researchers may be ineffective because it lacks a practical impact on teacher educators or classroom teachers. (AEA)

There has been an increasing focus on evidence-based practices in special education with efforts underway to authoritatively identify those practices that are evidence based. However, the identification of evidence-based practices is only the beginning of the process of implementing evidence-based special education. The professional wisdom of…

Effective teaching practices identified through research stress the search for meaning and can therefore serve as a foundation for teaching thinking, despite grade-level and subject matter differences in content, teacher role, engagement time, and outcomes sought. Effective teaching is structured, interactive, and conducted in a positive learning…

Experimental, descriptive, and philosophical music education research projects have implications and benefits for practitioners. The Music Educators National Conference (MENC) provides assistance for understanding, applying, and conducting research. Future research will focus on the problems of music learning. (Author/AM)

This monograph examines a collection of empirical evaluation studies, each of which compares two or more instructional practices, techniques, or systems for teaching a particular subject or curriculum in terms of one or more quantitative indices of instructional productivity, e.g., teaching effectiveness (pupil performance), and cost factors or…

The technical language used in reports on educational research can be a barrier for the classroom teacher who would like to implement the results of that research effectively, indicating a need for clearer communication between the researcher and the teacher who will be the instrument of change. (JD)

Pedagogy consists of three components: the generic behaviors common to teaching in all disciplines, content-specific teaching behaviors, and theoretical concepts useful for explaining the application of these behaviors. Pedagogical research provides critical information about the behaviors that are used, those that work, and the reasons they work.…

Teacher effectiveness research is presented within the context of research about the teaching of reading in an effort to guide preservice teachers to make deliberate judgments in selecting instructional strategies from conflicting research findings. Suggestions for teacher educators are offered. (Author/MT)

Argues that teacher effectiveness depends upon classroom social interactions, the functional use of subjects and knowledge, and recognition of students' understanding. Discusses four examples of how potentially useful research on teaching was misapplied in practice: direct instruction, time on task, the Chicago Mastery Learning Program, and…

Effective teaching capsules were devised to disseminate current research findings to public school facilities. This method of staff development reports on effective teaching methods and subject matter information. (DF)

In order to correct the existing breach between the educational researcher and the educator, it is advocated that Action Research replace the "common sense" approach used by most educators. The history of Action Research is traced and a comparison between formal educational research, Action Research, and the "common sense" approach is made.…

Research on effective teaching is described. Comparisons of expert and novice teachers reveal a profile of expertise in elementary mathematics instruction. How lessons are planned and presented is discussed. (MNS)