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Low-test scores in literacy and mathematics have resulted in increased accountability for educators, as evidenced by statewide “high stakes” testing. The push by federal and state mandates, such as the “No Child Left Behind” Act and the Massachusetts Comprehensive Assessment System (MCAS) have increased the amount of teaching and learning required of educators and students. As a result, administrators are continuously searching for and utilizing instructional approaches that are research-based, have a proven record of effectiveness and efficacy, and are able to meet the increasingly diverse academic needs of the general education population. The authors suggest that incorporating DI in the classroom may be the answer. A crucial element in the implementation of DI in most cases is change. A total embracement of direct instruction by administrators is necessary for DI to be effective in the classroom. This article discusses how administrators can effectively implement DI into their schools by providing definitions and examples of DI, discussing the types of DI available and providing examples of the cost of these materials, and addressing the role of the administrator in embracing DI in their districts.
Hill, J. & MacMillan, R. (2006). An effective, research-based instructional approach to meet the needs of all students: Direct instruction. The case for employing direct instruction in America's schools. (ERIC Document Reproduction service No. ED490519).
Virtual Commons Citation
Hill, Jacqueline and MacMillan, Robert C. (2004). An effective, research-based instructional approach to meet the needs of all students: Direct instruction. The case for employing direct instruction in America's schools. In Special Education and Communication Disorders Faculty Publications. Paper 3.
Available at: http://vc.bridgew.edu/spec_commdis_fac/3