Effective Instructional Strategies: From Theory to Practice
SAGE Journal Articles
Access to full-text SAGE journal articles that have been carefully selected to support and expand on the concepts presented in each chapter. Journal articles can act as an ideal resource to help support your assignments and studies.
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Article 1: Applebee, A., Adler, M., & Flihan, S. (2007). Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction. American Educational Research Journal, 44 (4),1002-1039.
Abstract: This study examines 11 interdisciplinary teams involving 30 teachers and 542 students in New York and California. The teams represented an array of approaches to interdisciplinary curricula, ranging from simple correlation to major reconstrual of the contributing disciplines. Teams that engaged in the most reconstrual of traditional content also tended to use instructional approaches that emphasized cognitively engaging instruction, including an emphasis on envisionment-building activities and extended discussion of significant ideas, but individual members of teaching teams still varied considerably in teaching style. The study concludes that interdisciplinary coursework is neither a problem nor a solution in efforts to increase student achievement; rather, it involves a number of tradeoffs that need to be considered at the school site.
Article 2: Koppang, A. (2004). Curriculum mapping: Building collaboration and communication.
Intervention in School and Clinic, 39 (3), 154-161.
Abstract: This article explores the application and use of curriculum mapping as a tool to assist teachers in communicating the content, skills, and assessments used in their classrooms. The process of curriculum mapping is explained, and the adaptation of the process for special education teachers is detailed. Finally, examples are given of how curriculum mapping can assist both special and general education teachers in meeting the needs of students in the classroom. Although this article will apply the use of curriculum mapping data at the middle school level, the process of mapping is equally effective at the elementary and high school levels.
Article 3: Stanford, P. (2003). Multiple Intelligence for Every Classroom. Intervention in School and Clinic, 39 (2), 80-85.
Abstract: This article presents an overview of multiple intelligence (MI) theory along with practical applications of the model. In particular, three basic aspects of the theory (teaching strategies, curricular adaptations, and student assessment) are described relative to the infusion of MI theory in general education classrooms to ensure appropriate inclusion for students with mild to moderate disabilities.
Article 4: Bordelon, D.E., & Banbury, M.M. (2005). Pursuing the Parameters: Validating The Multiple Intelligences Inventory for Teachers. Assessment for Effective Intervention, 30 (3), 33-51.
Abstract: Assessing intelligence can be a perplexing endeavor. How intelligence is defined directly influences the assessment procedures used. Traditionally, intelligence was viewed as a single, static entity. However, reconceptualizations of the nature of intelligence are changing this view. The present study attempted to validate an instrument that teachers may use to assess student abilities in the seven intelligence areas proposed by Howard Gardner (1983).
Article 5: Dunn, R. (2001). Learning Style Differences of Nonconforming Middle-School Students.
NASSP Bulletin, 85 (626), 68-74.
Abstract: This article describes and defines the concept of learning style differences. It explains why young adults have, and cause, problems while learning. Suggestions for teaching those students whom teachers often cannot reach are offered.
Article 6: Hosp, J.L., & Ardoin, S.P. (2008). Assessment for Instructional Planning. Assessment for Effective Intervention, 33 (2), 69-77.
Abstract: Assessment is a common task in education that has many varied purposes. One of these is the use of assessment data to make decisions about instructional planning. This article presents a framework for how to use assessment data to plan instruction. It also provides some background on terminology of assessment for instructional planning, considerations for the development or use of assessment measures, and guidance for designing instruction.
Article 7: Thurlow, M.L. (2002). Positive Educational Results for All Students: The Promise of Standards-Based Reform. Remedial and Special Education, 23 (4), 195-202.
Abstract: Standards-based reform has swept the nation, carrying with it many promises, including obtaining a more accurate picture of education overall and when comparing schools and districts, providing benefits for students with disabilities who take part in state and district assessments, decreasing the number of inappropriate referrals to special education, and promoting high expectations for many students who have not before been held to high standards. These potential benefits for students with disabilities are supported by federal laws (e.g., Title I, IDEA) that require access to the general education curriculum and the participation of students with disabilities in state and district assessments. Attaining the goals of standards-based education for students with disabilities, however, remains a challenge in three ways: reaching agreement that content and performance standards should apply to all students, including students with disabilities; determining how to extend existing assessment systems to students who may need accommodations or other modifications; and translating assessment results into instructional changes and interventions. The author proposes several ways to address each of these challenges so that students with disabilities achieve positive educational results as part of current standards-based reforms.