Stockard Jean
University of Oregon, Eugene, OR USA.
Perspect Behav Sci. 2021 May 10;44(2-3):147-167. doi: 10.1007/s40614-021-00287-x. eCollection 2021 Sep.
In a recent book, Anthony Biglan describes how strong social research can be used to build a compassionate and more caring society that promotes the well-being of all. This article asserts that a strong educational system needs to be part of this transformation and that widespread use of Direct Instruction (DI) could be key in the process. Analysis of the underlying theory, development, and use of DI describes the way it is based on careful developmental research. It promotes effective and efficient learning while embodying respect for students and teachers. The results of a recent large meta-analysis of research on DI's effectiveness show it is more effective than other educational approaches, with effect sizes that surpass the effect associated with the difference in achievement of students from lower income and other homes. Alternative approaches to educational change are reviewed and it is suggested that DI is a more effective and efficient method of improving student success. Powerful actors within the educational establishment have expressed opposition to DI and have worked to hide evidence of its effectiveness. This paper identifies other social actors who could work together to counter the resistance to DI and build an educational system that promotes the well-being of all.
在最近一本书中，安东尼·比格兰描述了强有力的社会研究如何能够用于构建一个富有同情心且更具关怀的社会，该社会能够促进所有人的福祉。本文断言，一个强有力的教育体系需要成为这一变革的一部分，而直接教学法（DI）的广泛应用可能是这一过程的关键。对直接教学法的基础理论、发展及应用的分析描述了其基于细致的发展性研究所采用的方式。它在体现对学生和教师尊重的同时，促进有效且高效的学习。最近一项关于直接教学法有效性的大型元分析结果表明，它比其他教育方法更有效，其效应量超过了与来自低收入家庭及其他家庭的学生成绩差异相关的效应。本文回顾了教育变革的其他方法，并指出直接教学法是提高学生学业成就更有效且高效的方法。教育机构中的权势人物已表达了对直接教学法的反对，并努力掩盖其有效性的证据。本文确定了其他能够共同努力应对直接教学法阻力并构建一个促进所有人福祉的教育体系的社会行为者。
