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	<title>Teach Effectively! &#187; Research</title>
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	<description>Evidence-based teaching methods for helping students who are at risk for school failure or who have disabilities.</description>
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		<title>Sorta building a better teacher, maybe</title>
		<link>http://TeachEffectively.com/2010/03/04/sorta-building-a-better-teacher-maybe/</link>
		<comments>http://TeachEffectively.com/2010/03/04/sorta-building-a-better-teacher-maybe/#comments</comments>
		<pubDate>Fri, 05 Mar 2010 02:19:24 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
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		<guid isPermaLink="false">http://TeachEffectively.com/?p=1164</guid>
		<description><![CDATA[In &#8220;Building A Better Teacher,&#8221; Elizabeth Green presents cases personifying two perspectives on teaching effectively&#8212;one we often hear referred to as &#8220;classroom management&#8221; and the other regularly called &#8220;good content.&#8221; She uses Doug Lemov and Deborah Ball, respectively, as her exemplars of the cases. 
Professor Ball, dean of the University of Michigan’s school of education, [...]]]></description>
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		<title>Evidence-based education in Head Start?</title>
		<link>http://TeachEffectively.com/2010/03/02/evidence-based-education-in-head-start/</link>
		<comments>http://TeachEffectively.com/2010/03/02/evidence-based-education-in-head-start/#comments</comments>
		<pubDate>Tue, 02 Mar 2010 15:45:50 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Administration]]></category>
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		<category><![CDATA[Direct Instruction]]></category>
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		<guid isPermaLink="false">http://TeachEffectively.com/?p=1161</guid>
		<description><![CDATA[Isabel Sawhill and Jon Baron published an editorial in Education Week calling for a new approach to the venerable Head Start program, one founded on evidence about effectiveness. They argue that in the wake of the discouraging Head Start Impact Study reported by US Department of Health &#38; Human Services, it&#8217;s time to bring research [...]]]></description>
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		<title>Caveat reader</title>
		<link>http://TeachEffectively.com/2010/02/11/caveat-reader/</link>
		<comments>http://TeachEffectively.com/2010/02/11/caveat-reader/#comments</comments>
		<pubDate>Thu, 11 Feb 2010 12:06:37 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Musings]]></category>
		<category><![CDATA[News]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[The press]]></category>
		<category><![CDATA[evidence-based]]></category>
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		<category><![CDATA[logic]]></category>

		<guid isPermaLink="false">http://TeachEffectively.com/?p=1138</guid>
		<description><![CDATA[Over on Science-Based Medicine, Dr. Amy Tuteur has an entry that&#8217;s worth reading. In the piece, she exoriates the publication of medical news that amount to little more than reprints of press releases. Dr. Tuteur&#8217;s analysis serves as a worthwhile reminder for people to exercise caution when reading, watching, or hearing reports in the popular [...]]]></description>
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		<title>Go for DI and SFA</title>
		<link>http://TeachEffectively.com/2009/12/21/go-for-di-and-sfa/</link>
		<comments>http://TeachEffectively.com/2009/12/21/go-for-di-and-sfa/#comments</comments>
		<pubDate>Mon, 21 Dec 2009 19:01:45 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Administration]]></category>
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		<category><![CDATA[Primary]]></category>
		<category><![CDATA[Reading]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[Teacher education]]></category>
		<category><![CDATA[The press]]></category>
		<category><![CDATA[achievement]]></category>
		<category><![CDATA[Direct Instruction]]></category>
		<category><![CDATA[effectiveness]]></category>
		<category><![CDATA[efficacy]]></category>
		<category><![CDATA[evidence]]></category>
		<category><![CDATA[evidence-based education]]></category>
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		<category><![CDATA[professional development]]></category>
		<category><![CDATA[Reading First]]></category>
		<category><![CDATA[response to intervention]]></category>
		<category><![CDATA[rti]]></category>
		<category><![CDATA[Success for All]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://TeachEffectively.com/?p=1118</guid>
		<description><![CDATA[Robert Slavin and colleagues reported that reading programs that provide extensive professional development on instructional strategies which promote  student participation, strengthen phonics competence, and explicitly teach comprehension strategies are the best bets for improving reading achievement. The clearest examples of the programs that led to the highest achievement were Direct Instruction and Success for [...]]]></description>
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