Direct teaching methods naturally practiced by effective and less effective teachers

During the past decade, direct instruction has been cited as one characteristic of effective schools. In response to increased accountability, many school districts and schools have incorporated the methods of direct instruction as a way to improve teaching performance and student achievement. This study was designed to determine if the teachers who were identified as effective would naturally practice the elements of direct teaching to a greater extent than less effective teachers where neither the effective nor the less effective teachers had been trained in specific models of direct instruction.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Administration

Department dc:contributor.department

Educational Administration

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1990

Author dc:creator

• Kloock, Lois Gayle

Chair dc:contributor.committeechair

• Parks, David J.

Committee members dc:contributor.committeemember

• Shrum, Judith L.
• Worner, Wayne M.
• Graham, Richard Terry
• Colbert, Joy

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

etd-10122005-134407

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/39749