Chapter Three

As you read through this section, don't forget that this chapter is constructed from our perspective based on the ideas in this book. In no way is this a comprehensive overview of the instructional research literature. Likewise with the resources we are selecting as representative of certain areas. Numerous other resources exist that we have not read or could not include for space reasons.

In terms of research we believe that just because an approach has limited or no research supporting its use does not mean it has limited or no value. It simply means we do not know what effect a particular approach has; and importantly, from the other perspective, even though a particular approach does have research support, that approach may not be appropriate for other reasons. For example, the research on Direct Instruction (as visualized by Englemann (remember Distar and Corrective Reading) is some of the most in-depth and long term of all research in terms of its theoretical base, its application, and evaluation (see Adams & Englemann, 1997; White, 1988; Englemann et al, 1988; Rosenshine, 1986). Interestingly, teachers tend to dismiss it, primarily because they find it thwarts creativity - theirs and the students. Is that enough of a reason? What if pieces of it were employed and integrated with other approaches? Another example is the use of teacher enthusiasm. The research reports that although it is identified as important, the research shows that it does not make a significant difference in student learning. That said, when you analyze the literature, you find that the studies 'testing' the effect of teacher enthusiasm on student learning were ill conceived in their understanding of the interaction effects of the teaching and learning process.

Teaching is not an either or issue. Its not phonetics or whole language or constructivist or behavourist - it is about what works with particular students - often a bit of many approaches makes the difference. Be careful not to balkanize to one end of a continuum.

In our experience, we have applied and watched many experienced and effective teachers play with all the ideas in this book, and from that experience, we believe they do make a difference. Importantly, hundreds of additional possibilities other than those presented in this book are also 'out there' making a difference in student learning.

As stated several times in the book, we are not advocating any particular approach; rather, we are arguing for a more conscious and thoughtful way of intentionally playing with a variety of instructional processes. We are Integrationists. We look for the effects of intersecting multiple possibilities in the design of powerful learning environments.

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