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Barak Rosenshine

Advances in Research on Instruction

Chapitre 10, in J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities. Mahwah, N.J.: Lawrence Erlbaum, pp. 197-221

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This chapter discusses what I regard as some of the most important instructional advancements of the last 30 years. These advancements came from three bodies of research: (a) research on cognitive processing, (b) research on teacher effects, that i s, studies of teachers whose classes made the highest achievement gain compared to other classes, and (c) intervention studies in which students were taught cognitive strategies they could apply to their learning. Although I would not advocate converting these ideas into another evaluation form, I suggest that the ideas represented by this research can and should be used to discuss and improve instruction.