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Want to know what the research says about your profession? You've come to the right place. Periodically NEA highlights professional research on one educational topic. You'll find a brief article on the research, with links to related materials. And a place to make comments or offer suggestions.

This article presents 10 research-based principles of instruction, along with suggestions for classroom practice.

This document presents an overview of Marzano's nine essential instructional strategies.

The strategy for reading and writing nonfiction, or the R.A.N. strategy, is an excellent tool for students to use as writers when researching a specific topic for either class or individual projects.

For fifteen years, the presenter has engaged college students in discussions and writing assignments that pertain to the outstanding characteristics of their most effective teachers-"effective" meaning that these teachers made the most significant impact on their lives. Based on those recurring themes, the conclusion is that effective teachers share at least twelve clear characteristics. Those characteristics consistently affected students in positive ways. This article results from a longitudinal, qualitative, quasi-research study of students in education, including in-service as well as pre-service teachers. An out-of-class essay assignment asked this question: What were the qualities of the most memorable teacher who encouraged you to teach?

Assessment practices have started to change over the last several years with teachers building a larger repertoire of assessment tools and strategies. There is a greater understanding of the importance of timely assessments for learning as well as regular assessments of learning. One type of assessment that has been shown to raise students' achievement significantly is student self-assessment (Black & William, 1998; Chappuis & Stiggins, 2002; Rolheiser & Ross, 2001; White & Frederiksen, 1998).

The Framework The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility: Each component defines a distinct aspect of a domain; two to five elements describe a specific feature of a component.

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