Direct instruction: An educators' guide and a plea for action.

Kim, Thomas; Axelrod, Saul

doi:10.1037/h0100061

Cited by 34 publications

(17 citation statements)

References 35 publications

(37 reference statements)

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“…Aspects of CAI resemble instructional programs based on the principles of behavior analysis such as direct instruction (Watkins, ) and the personalized system of instruction (Kim & Axelrod, ). Both approaches are typically delivered on a one‐to‐one basis, they set clear learning outcomes in individualized programs with high performance targets (typically 90% correct) that must be met to progress and corrective feedback is delivered based on each individual student's responses.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care

Storey

McDowell

Leslie

2017

Behavioral Interventions

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This study investigated whether Headsprout©, an internet‐based phonics program designed on behavioral principles, is an effective supplementary tool to improve literacy skills of children who have spent time in care and are at risk of reading failure. Participants were 8 children (aged 5 to 10) who had spent over 3 years in care and were fully adopted at the time of the study. Participants' literacy skills were assessed prior to intervention using 2 standardized reading attainment tests. Participants were then randomly assigned to either treatment or a waiting list comparison group. There were 2 Headsprout© treatments, but all participants in the treatment group completed 1 HeadsproutStartCopTextStartCopText© lesson 4 times per week, under the supervision of the first author, while participants in the comparison group interacted with the first author 4 times per week engaging in nonliteracy‐based computer activities. Results from 2 standardized reading attainment tests showed an improvement in word recognition age and oral reading fluency for the HeadsproutStartCopTextStartCopText© learners but scores either remained the same or decreased over a 4‐month period for participants in the comparison group. The findings support the wider use of HeadsproutStartCopTextStartCopText© with at‐risk children though more research is clearly warranted at this time.

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Section: Introductionmentioning

confidence: 99%

Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care

Storey

McDowell

Leslie

2017

Behavioral Interventions

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“…Lecture, or direct instruction, is the most researched strategy of teaching and has been shown to improve student achievement (Kim & Axelrod, 2005). However, Sitler (1997) explained that, based upon existing research, there were actually two caveats to an effective lecture.…”

Section: Statement Of Theorymentioning

confidence: 99%

BHA and Drill String Fundamentals: Technology Training for Beginners

Wakefield

Pigusch

2010

SPE Asia Pacific Oil and Gas Conference and Exhibition

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In the industry, there is an abundance of highly technical engineer-based training available on drill string design, but a different approach is required for employees that simply need a basic understanding of drill string principles. Some trainees and shop-hands have a need for a basic understanding of bottom hole assembly (BHA) fundamentals and drill string design in order to build a foundation for future training courses as well as eventually make informed choices on the job.To meet this need during our training course, we chose five basic topics that covered BHA fundamentals and drill string design, and we covered each of the five topics using current adult learning fundamentals. The content we chose was: BHA components and assemblies, drill pipe anatomy and identification, connection science, failure mechanisms and basic drill string design. Exercises designed specifically for the content required students to label the critical pin and box area of a connection, create posters on failure mechanisms and calculate the maximum overpull for drill pipe, among other things. Our objective was to provide training that not only addressed the necessary technical information, but also presented the content in a way that was geared towards learning and retention.Pre and post test results, along with course evaluations, offered evidence this introductory level course provided the students with an effective foundation of knowledge. Most students left the course with a better understanding of BHA fundamentals and were able to describe specific ways that the course would help them do their jobs better. Information provided in the paper can benefit trainees or shop-hands seeking a basic understanding of drill-string principles. The information is also applicable to training departments industry-wide looking to develop introductory technical training.

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“…Some educators continue to see education as a linear transferring of information to a subject (Kim & Axelrod, 2005;). They spend time lecturing, teaching students how to use tools from the past with matching methodology, and measuring success through multiple-choice questions (Prensky, 2007).…”

Section: Why a New Frame Is Neededmentioning

confidence: 99%

Educational Change through the Lens of Complexity Science: Changing Thinking for Changed Learners

Girtz¹

2009

NWJTE

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As education professionals work in times of exponential change, how they think is as important as what they do. Our thought processes frame our creations-and for hundreds of years that frame has been a linear, Newtonian paradigm. Due to advances in hard sciences, we now know that there are other ways of framing our thoughts and understanding our world, and that is through complexity science. Complexity science is a powerful metaphor to use in reviewing our common understandings of school systems and how to reform them to better serve students. This paper includes a primer of complexity science terms and then uses those terms as a lens on school systems for educational professionals pursuing change to meet the needs of the Net Generation of learners as we move into the Information Age. School reform is a phrase that belies the complexity of reforming an education system. Previous ways of thinking about schools and educational design have not led to the advances educational professionals hope for in our schools. Another way to conceptualize schools and how they might embrace change is through complexity science. This shift in understanding has already happened in the hard sciences, and has catalyzed a turn away from old Newtonian conceptualizations of how systems behave. Complexity science informs around notions of complex adaptive systems, initial conditions, attractor states, and bifurcation. These ideas can be used as metaphors for understanding education systems and changes within them, as well as the consistent themes that repeatedly play out in schools. A general overview of complexity science follows which describes the terms complex adaptive systems, initial conditions, attractor states, and bifurcation through the language of complexity science. These terms will be used as a metaphor through which education systems can be understood in a new way. And finally, the reader is challenged to think on one facet of the educational system through the lens of complexity.

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Direct instruction: An educators' guide and a plea for action.

Cited by 34 publications

References 35 publications

Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care

Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care

BHA and Drill String Fundamentals: Technology Training for Beginners

Educational Change through the Lens of Complexity Science: Changing Thinking for Changed Learners

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