Evidence-Based Educational Methods (Educational Psychology)
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Product Description
"Evidence-Based Educational Methods" answers the challenge of the No Child Left Behind Act of 2001 by promoting evidence-based educational methods designed to improve student learning. Behavioral scientists have been refining these instructional methods for decades before the current call for evidence-based education. Precision Teaching, Direct Instruction, Computerized Teaching, Personalized System of Instruction, and other unique applications of behavior analysis are all informed by the scientific principles of learning, have been tested in the laboratory, and are often shown to have significant success in field applications. This book details each of these approaches to education based on the principles of behavior analysis. Individuals and agencies responsible for instruction that leaves no child behind will find this compendium an important resource for meeting that challenge, and young educators will greatly benefit from this text, as they will see a blueprint of the evidence-based education systems being planned for the future. The education literature is replete with fly-by-night ideas and unresearched opinions about how to teach children. This book has none of that. The reader is given researched educational methods. In fact, some methods draw on 3 or 4 decades of experimental data. The whole book is cohesive, not just a patchwork of different educators' opinions. All of the chapters are built on basic scientific principles of behavior, and all of the methods can be used with one another. This is a book by scientist-practitioners, but not for scientists only. A parent can read many of these chapters, see the merit in the methods, and convey the need and the process for each of the methods. No book stands alone, but is connected to a greater literature base. The reader is shown where other information can be found about these methods. The only thing better than scientific data is scientific data supported by consumer testimonial.
About the Author
Edited by Dr. Daniel J. Moran and Dr. Richard W. Malott
Inside This Book
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First Sentence
The twenty-first century has introduced an era of accountability, with a demand for advocates of important social and cultural activities to "prove" the "facts" they promote, so that decisions affecting the public will lead to consistent, socially valuable goals. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index
The twenty-first century has introduced an era of accountability, with a demand for advocates of important social and cultural activities to "prove" the "facts" they promote, so that decisions affecting the public will lead to consistent, socially valuable goals. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index
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4 reviews
1 of 1 people found the following review helpful
Very quick to read
10 Aug 2010
Format:Hardcover
This was a required text for a graduate course. We had to read almost the whole book and before I ever opened it, I was intimidated by having to cover so many chapters, but this book is laid out very well and each chapter is written by someone different. I found it very informative and easy to read. One of the better ABA texts I've had to use.
2 of 3 people found the following review helpful
great introduction to ABA beyond DTT
17 Jun 2009
Format:Kindle Edition
I am reading this text for my pedagogy course. As I will soon be leaving the land of incidental teaching and discrete trials, this will be a useful tool to gather new ideas for use in a public elementary school setting for students with moderate special needs.
1 of 2 people found the following review helpful
Describes methods, but doesn't provide "task analyses"
28 Sep 2008
Format:Hardcover
This text provides several descriptions of methods of education that are both based on research and are self-evaluating when they are put into practice. Each chapter contains some data on the effectiveness of the evidence-based instructional method it describes. In essence, this text attempts to respond to NCLB and RTI by including single chapters on entire sub-fields and specialties in education, such as Direct Instruction, Personalized Systems of Instruction, and Precision Teaching.
Chapter authors do provide examples of lesson formats and graphing conventions characteristic of each intervention. Unfortunately, as each chapter is meant to introduce, illustrate, and evaluate a system of instruction that has a research base all its own, the reader is left with only an idea that one or more methods might be helpful for his or her school. After reading the text, a practitioner may still have to order many more supplemental materials on a specific intervention in order to be able to implement any meaningful change on the classroom level.
This text might best be used as an introduction to evidence-based methods in a course on RTI or evidence-based education. It is essentially a set of literature reviews.
Chapter authors do provide examples of lesson formats and graphing conventions characteristic of each intervention. Unfortunately, as each chapter is meant to introduce, illustrate, and evaluate a system of instruction that has a research base all its own, the reader is left with only an idea that one or more methods might be helpful for his or her school. After reading the text, a practitioner may still have to order many more supplemental materials on a specific intervention in order to be able to implement any meaningful change on the classroom level.
This text might best be used as an introduction to evidence-based methods in a course on RTI or evidence-based education. It is essentially a set of literature reviews.
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