Abstract
Reforms, including Follow Through in the US school system are briefly reviewed with special attention to Direct Instruction and reforms in New York, California and elsewhere. The studies of the University of Chicago researchers in the south side of Chicago are described and the five critical supports influencing superior outcomes considered. The studies by Lauren Resnick and colleagues emphasise the importance of setting high expectations and engaging students in processes that give access to rigorous academic learning involving accountability to the learning community, accepted standards of reasoning and to knowledge. The reforms of Ricky DuFour and Professional Learning Communities are reviewed. Studies of the influence of class size and of homework on learning are briefly considered.
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Griffin, D. (2014). Effective Teaching and Learning Part 2: Lessons from the US. In: Education Reform: The Unwinding of Intelligence and Creativity. Explorations of Educational Purpose, vol 28. Springer, Cham. https://doi.org/10.1007/978-3-319-01994-9_7
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