Quality,appropriateness, incentive,and time: A model of instructional effectiveness |
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| Institution: | 1. The James Buchanan Brady Urological Institute, Johns Hopkins University School of Medicine, Baltimore, MD;2. University of Texas Medical Branch at Galveston School of Medicine, Galveston, TX;3. Department of Gynecology and Obstetrics, Johns Hopkins University School of Medicine, Baltimore, MD |
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| Abstract: | This chapter describes a theory relating four alterable elements of classroom organization and instruction to instructional effectiveness: Quality of instruction, appropriate levels of instruction, incentive, and time (QAIT). These elements are hypothesized to be multiplicatively related to student achievement gain, so that multiple elements may have to be improved if classroom innovations are to produce substantial achievement gains. Evidence on classroom strategies and behaviors that contribute to each element is reviewed, and the QAIT model is applied to discussions of effects of individualized instruction, ability grouping, and tutoring. |
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