Identification and Translation of Effective Teacher-Developed Instructional Procedures for General Practice

Abstract

We describe a multistep method for (a) identifying effective teacher-developed instructional procedures based on assessments of achievement gain and classroom engagement and (b) translating them for wide-scale use by other teachers. The method employed a combination of both objective and naturalistic assessments leading to reliable procedural protocols for use in the training of other teachers and evaluation of their implementation of these same procedures. The implications of this particular product-process approach to the identification of effective teacher-developed practices and to instructional improvement are discussed.

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