Mason Lee, Otero Maria
Child Study Center, Cook Children's Health Care System, 1300 West Lancaster Avenue, Fort Worth, TX 76102 USA.
ANSERS Institute, Texas Christian University, Fort Worth, USA.
Perspect Behav Sci. 2021 Jun 2;44(2-3):225-244. doi: 10.1007/s40614-021-00295-x. eCollection 2021 Sep.
Despite overwhelming evidence in support of Direct Instruction, this research-validated curriculum has not been widely embraced by teachers or school administrators. The Direct Instruction model, developed and refined by Engelmann and colleagues over the past 50 years, has been the focus of numerous research studies, systematic reviews, and meta-analyses. Although its efficacy cannot be doubted, the significance of Direct Instruction's impact may be misunderstood. We attempt to clarify the importance of Direct Instruction with help from the binomial effect-size display. Binomial effect-size displays allow for intuitive and informative data-based decision making by clearly conveying the real-world importance of treatment outcomes through a juxtaposition of the relative proportions of success. The limitations of analyzing effect sizes in absolute terms are discussed. Using the binomial effect-size display as a framework, we present a series of dichotomies in an attempt to answer the question: Just how effective is Direct Instruction?
尽管有大量证据支持直接教学法，但这种经过研究验证的课程并未被教师或学校管理人员广泛接受。由恩格尔曼及其同事在过去50年中开发和完善的直接教学法模式，一直是众多研究、系统评价和荟萃分析的焦点。虽然其效果不容置疑，但直接教学法影响的重要性可能被误解。我们试图借助二项效应量展示来阐明直接教学法的重要性。二项效应量展示通过并列成功的相对比例，清晰地传达治疗结果在现实世界中的重要性，从而实现基于数据的直观且信息丰富的决策。讨论了以绝对术语分析效应量的局限性。以二项效应量展示为框架，我们提出了一系列二分法，试图回答这个问题：直接教学法到底有多有效？
