Despite many well-intentioned efforts to improve student achievement in chronically low-performing schools, there is little evidence of significant progress. A new and different kind of data; however, is providing a fresh perspective on the problem: According to recent studies, research-based instructional strategies – those strategies that have been proven to increase the likelihood that students will be able to retain, recall, and apply what they have been taught – are not consistently used in classrooms. Irrespective of the many changes that occur in schools, student achievement will not significantly improve until teachers consistently use and school leaders consistently promote research-based instructional strategies. The purpose of this chapter is to prepare school leaders to assess the use of research-based instructional strategies in their school, and then use the data to promote more effective instruction. This chapter will provide user-friendly tools and strategies for collecting, organizing, and analyzing classroom observation data; case studies; sample data sets; findings and conclusions drawn from sample data tables; a step-by-step process for collecting the data; samples of research-based instructional strategies; and references for identifying research-based instructional strategies.
Fox, D.S. (2014), "Research-Based Instructional Strategies in the Classroom: The Missing Link in the School Improvement Process", Pathways to Excellence: Developing and Cultivating Leaders for the Classroom and Beyond (Advances in Educational Administration, Vol. 21), Emerald Group Publishing Limited, Bingley, pp. 93-114. https://doi.org/10.1108/S1479-366020140000021016
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