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Integrated Thematic Instruction has limited evidence of effectiveness for elementary school comprehensive school reform, according to the Comprehensive School Reform Quality Center* (CSRQ). |
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Integrated Thematic Instruction has not been assessed by CSRQ for comprehensive school reform in middle/high school. |
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Integrated Thematic Instruction has the greatest need for additional research in elementary and secondary schools, according to Dr. Geoffrey Borman.** |
Integrated Thematic Instruction helps local administrators and classroom teachers use research on the human brain to guide the selection of curriculum and instructional strategies so that schools are transformed into safe learning communities that develop responsive citizens.
For more on the reviews of Integrated Thematic Instruction, read the CSRQ review of elementary school comprehensive school reform and the Borman K-12 meta-analysis. Links to the CSRQ and Borman reviews are available on the BEE.
For more information on Integrated Thematic Instruction, visit www.theCenter4Learning.com or e-mail [email protected].
* The Comprehensive School Reform Quality Center (CSRQ)
The CSRQ was established at the American Institutes for Research through a grant from the US Department of Education and operated from 2003 to 2006. The CSRQ reviewed research on comprehensive school reform models. See www.csrq.org.
**Dr. Geoffrey Borman
Dr. Geoffrey Borman is a researcher at the University of Wisconsin. He published a review of research on the achievement effects of comprehensive school reform as follows:
Borman, G., Hewes G., Overman, L., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 2, 125-230.
For other reviews of research on education programs, see the Best Evidence Encyclopedia homepage at www.bestevidence.org.
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