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	<title>Teach Effectively!</title>
	<link>http://TeachEffectively.com</link>
	<description>Evidence-based teaching methods for helping students who are at risk for school failure or who have disabilities.</description>
	<lastBuildDate>Fri, 09 May 2008 11:36:02 +0000</lastBuildDate>
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	<item>
		<title>UK RRF</title>
		<description><![CDATA[The UK incarnation of the Reading Reform Foundation provides a glimpse into some of the thinking supporting systematic and synthetic phonics. Here&#8217;s clip from it&#8217;s home page:
You are entering fascinating territory as these are very exciting times regarding the debate on how best to teach beginning reading in English-speaking countries. English is taught in many [...]]]></description>
		<link>http://TeachEffectively.com/2008/05/08/uk-rrf/</link>
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	<item>
		<title>Bogus Bowl III is closing soon</title>
		<description><![CDATA[Yep, with a little help from friends, I&#8217;m about to post Bogus Bowl IV. That means that BB III will soon close. Now, in football one doesn&#8217;t get to vote for the winner of Super Bowl I, II, IV, XXVII, MCII, or IIIVMC,; those have been decided. But, it&#8217;s late in the 4th quarter for [...]]]></description>
		<link>http://TeachEffectively.com/2008/05/07/bogus-bowl-iii-is-closing-soon/</link>
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		<title>Lyon on RF impact study</title>
		<description><![CDATA[Michael F. Shaughnessy has published responses by Reid Lyon, one of the architects of Reading First, to questions about the “Reading First Impact Study: Interim Report” by Beth Gamse and colleagues. Here&#8217;s a link to his comments. They are wide-ranging and detailed. 
To download the entire report or parts of it see this page. See [...]]]></description>
		<link>http://TeachEffectively.com/2008/05/05/lyon-rf-impact-study/</link>
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		<title>Weak impact for RF</title>
		<description><![CDATA[The US Institute for Education Sciences released an important report about the effects of Reading First program at the end of April. In the report, &#8220;Reading First Impact Study: Interim Report,&#8221; Beth C. Gamse and colleagues describe the methods and findings of a study mandated by law to examine the effects of the RF program [...]]]></description>
		<link>http://TeachEffectively.com/2008/05/02/weak-impact-for-rf/</link>
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		<title>WMD on FT</title>
		<description><![CDATA[
This time the folks at &#8220;Weapons of Math Destruction&#8221; have raised the spectre of the Follow Through study of early education models. The cartoon characters (has a ring to it, doesn&#8217;t it?) are examining a graph showing the results of a comparison of alternative models of instruction. 
Follow this link to get to the full [...]]]></description>
		<link>http://TeachEffectively.com/2008/04/24/wmd-on-ft/</link>
			</item>
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		<title>Access Center materials</title>
		<description><![CDATA[One of the folks at the Access Center wrote to me a while ago to promote its Web presence. There are some free resources available, and some readers might find them instructive.
The Access Center:  Improving Outcomes for All Students k-8 (www.k8accesscenter.org), [is] a federally funded national technical assistance center.  I am taking this [...]]]></description>
		<link>http://TeachEffectively.com/2008/04/24/access-center-materials/</link>
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		<title>Hirsch hits homer</title>
		<description><![CDATA[Don Hirsch published an editorial in Education Week that tells it true. We need, he argues, to place a greater emphasis on what and how we teach during children&#8217;s early school years. Of course, he champions his recommendation for adopting a clear curriculum during the early years, too. But, the big idea is that the [...]]]></description>
		<link>http://TeachEffectively.com/2008/04/23/hirsch-hits-homer/</link>
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		<title>Sucky pet reforms</title>
		<description><![CDATA[Over on d-edreckoning, Ken De Rosa has a wonderful post explaining how some widely discussed educational constructs fail to have the impact that teaching effectively has. He&#8217;s constructed normal curves showing the relative effects of class size and socio-economic status on the average achievement when low-level achievement is the base. 
Link to Mr. De Rosa&#8217;s [...]]]></description>
		<link>http://TeachEffectively.com/2008/04/08/sucky-pet-reforms/</link>
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		<title>Coyne receives early career award</title>
		<description><![CDATA[
The Division for Research of the Council for Exceptional Children (DR-CEC) awarded Michael Coyne, of the University of Connecticut, its 2008 award for distinguished achievement in research about special education. This prestigious award recognizes Professor Coyne&#8217;s substantial contribution to understanding individuals with disabilities and the provision of services to those individuals. According DR-CEC,
The Division for [...]]]></description>
		<link>http://TeachEffectively.com/2008/04/07/coyne-dr-award-08/</link>
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		<title>Bogus Bowl III</title>
		<description><![CDATA[Well, folks, I closed the poll about bogus reasons for not teaching effectively. It was a close contest:

That kind of instruction may be good for some students, but it just doesn’t fit my teaching style. (35%, 34 Votes)
Students will learn it when they’re ready. (33%, 32 Votes)

Now it&#8217;s time to start a new poll. This [...]]]></description>
		<link>http://TeachEffectively.com/2008/04/06/bogus-bowl-iii/</link>
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