What Research Says About Cooperative Learning
How to Move From Research to Practice
Summary
Cooperative Learning Models
Cooperative Learning Student Self-Assessment Rubric
Cooperative Learning Teacher Reflection
What Research Says About Direct Instruction
How to Move From Research to Practice
Summary
How to Deliver an Effective Introduction
How to Deliver an Effective Presentation
How to Develop Effective Practice Activities
What Research Says About Mastery Learning
How to Move From Research to Practice
Summary
Mastery Learning Unit
Tracking Student Progress
Mastery Chart
Memorization and Mnemonic Instruction
What Research Says About Memorization
How to Move From Research to Practice
Summary
Mnemonic Strategies
Letter Strategies
What Research Says About Inquiry-Based Learning
How to Move From Research to Practice
Summary
Cycle of Inquiry
Taxonomy of Inquiry
Inquiry-Based Learning Self-Assessment
What Research Says About Self-Regulated Learning
How to Move From Research to Practice
Summary
Self-Regulating Learning Strategies
Learning Contracts
Student Assessment of Self-Regulated Learning
What Research Says About Feedback
How to Move From Research to Practice
Summary
Practice: Critiquing Teacher Feedback
Analyzing Teacher Feedback
Teacher Feedback: Self-Assessment
About the Authors
James H. Stronge, PhD, is president of Stronge and Associates Educational Consulting, an educational consulting company that focuses on teacher and leader effectiveness with projects internationally and in many U.S. states. Additionally he is the Heritage Professor of Education, a distinguished professorship in the Educational Policy, Planning, and Leadership program at the College of William and Mary, in Williamsburg, Virginia.
Dr. Stronge’s research interests include policy and practice related to teacher effectiveness, teacher and administrator evaluation, and teacher selection. He has worked with state departments of education, school districts, and U.S. and international education organizations to design and implement evaluation and hiring systems for teachers, administrators, and support personnel. Recently, he completed work on new teacher and principal evaluation systems for American international schools in conjunction with the Association of American Schools in South America and supported by the U.S. Department of State. Dr. Stronge has made more than 350 presentations at regional, national, and international conferences and has conducted workshops for educational organizations extensively throughout the United States and internationally. Among his current research projects are international comparative studies of national award-winning teachers in the United States and China and influences of economic and societal trends on student academic performance in countries globally.
Dr. Stronge has authored, coauthored, or edited twenty-six books and approximately two hundred articles, chapters, and technical reports. His 1994 book, Educating Homeless Children and Adolescents: Evaluating Policy and Practice received the Outstanding Academic Book Award from the American Library Association.
Dr. Stronge was a founding member of the board of directors for the Consortium for Research on Educational Accountability and Teacher Evaluation (CREATE). In 2011, he was honored with the Frank E. Flora Lamp of Knowledge Award, presented by the Virginia Association of Secondary School Principals for “bringing