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• W1487758928 abstract "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. It is the third day of school in Mrs. Johnson’s fourth grade class. The class is seated at their desks ready for morning meeting time. Mrs. Johnson is standing in front of the class ready to teach a very important lesson. Today’s lesson is a lesson common to all primary and elementary schools in this country. Today’s lesson is that of fire safety and how students’ should behave in the event of a fire drill. Mrs. Johnson: “Good morning class. This week we have been learning about our school rules. We have learned the importance of keeping our school and classroom clean and treating each other with fairness, kindness, and respect. Today we are going to learn a very important lesson. We are going to learn about how to behave if the fire alarm goes off”. “Everyone needs to have their eyes up front, their mouths quiet, and their ears open. This is a very important rule. If the fire alarm goes off then we need to put down our work and line-up quietly at the door.” “Listen again, the rule is if the fire alarm goes off then we need to put our work down and line-up quietly at the door”. “I want everyone to say the rule with me”. Mrs. Johnson & class: “If the fire alarm goes off then we need to put our work down and line-up quietly at the door”. Mrs. Johnson: “Say it with me again”." @default.
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• W1487758928 title "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" @default.
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