Precision Teaching and Direct Instruction: Measurably Superior Instructional Technology in Schools

2013 ◽  
Vol 26 (2) ◽  
pp. 73-115 ◽  
Author(s):  
Carl Binder ◽  
Cathy L. Watkins
Keyword(s):  
Instructional Technology ◽  
Direct Instruction ◽  
Precision Teaching ◽  
Technology In Schools

scholarly journals HIGH SCHOOL DRIVER EDUCATION USING PEER TUTORS, DIRECT INSTRUCTION, AND PRECISION TEACHING

1991 ◽  
Vol 24 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Kenneth E. Bell ◽  
K. Richard Young ◽  
Charles L. Salzberg ◽  
Richard P. West
Keyword(s):  
High School ◽  
Direct Instruction ◽  
Precision Teaching ◽  
Peer Tutors ◽  
Driver Education

Direct instruction revisited: A key model for instructional technology

2005 ◽  
Vol 53 (4) ◽  
pp. 41-55 ◽  
Author(s):  
Susan G. Magliaro ◽  
Barbara B. Lockee ◽  
John K. Burton
Keyword(s):  
Instructional Technology ◽  
Direct Instruction

Instructional Technology in Schools Educating Deaf and Hard of Hearing Children: A National Survey

1996 ◽  
Vol 141 (2) ◽  
pp. 59-65 ◽  
Author(s):  
Judith E. Harkins ◽  
Mardi Loeterman ◽  
Kay Lam ◽  
Ellie Korres
Keyword(s):  
Instructional Technology ◽  
National Survey ◽  
Hard Of Hearing ◽  
Hearing Children ◽  
Technology In Schools

A Direct Instruction and Precision Teaching Intervention to Improve the Sentence Construction of Middle School Students With Writing Difficulties

2016 ◽  
Vol 51 (2) ◽  
pp. 62-71 ◽  
Author(s):  
Shawn M. Datchuk
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Direct Instruction ◽  
Small Groups ◽  
Single Case ◽  
Precision Teaching ◽  
School Students ◽  
Writing Difficulties ◽  
Sentence Construction

Being able to construct simple sentences is necessary for effective written expression. The present study investigated effects of a sentence construction intervention on small groups of middle school students with disabilities and writing difficulties. The intervention entailed sentence instruction and frequency building to a performance criterion, a type of timed practice emphasizing fluency. A single case design, multiple-baseline across small groups, was used. Three middle school teachers delivered intervention to three small groups of students (a total of 15 students). As a result of intervention, the average number of correct minus incorrect word sequences per small group gradually increased. Results are discussed in the context of the sentence construction literature and within a framework of direct instruction and precision teaching.

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