IDENTIFICATION AND TRANSLATION OF EFFECTIVE TEACHER-DEVELOPED INSTRUCTIONAL PROCEDURES FOR GENERAL-PRACTICE

WE DESCRIBE A MULTISTEP METHOD FOR (A) IDENTIFYING EFFECTIVE TEACHER-D EVELOPED INSTRUCTIONAL PROCEDURES BASED ON ASSESSMENTS OF ACHIEVEMENT GAIN AND CLASSROOM ENGAGEMENT AND (B) TRANSLATING THEM FOR WIDE-SCALE USE BY OTHER TEACHERS. THE METHOD EMPLOYED A COMBINATION OF BOTH OBJEC TIVE AND NATURALISTIC ASSESSMENTS LEADING TO RELIABLE PROCEDURAL PROTO COLS FOR USE IN THE TRAINING OF OTHER TEACHERS AND EVALUATION OF THEIR IMPLEMENTATION OF THESE SAME PROCEDURES. THE IMPLICATIONS OF THIS PAR TICULAR PRODUCT-PROCESS APPROACH TO THE IDENTIFICATION OF EFFECTIVE TE ACHER-DEVELOPED PRACTICES AND TO INSTRUCTIONAL IMPROVEMENT ARE DISCUSS ED.