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Notes and Comments: Precision Teaching in the High School Classroom: A Commentary:

Notes and Comments: Precision Teaching in the High School Classroom: A Commentary: American Educational Research Journal Winter 1978, Vol. 15, No. 1, Pp. 141-143 Notes and Comments Precision Teaching in the High School Class­ room: A Commentary JER E E. BROPH Y Michigan State University In many ways, this is a model study. It combines good experimental design an d procedures with implementation in a realistic field setting, attention to individuals as well as to groups, and impressive thoroughness in attention to detail and in following up with students who did not respond to the initial treatment. These and other features give this study unusually strong internal validity and an apparently high potential for external validity. However, I believe that there is also a great danger of unfortunate misapplication of the findings, partly because of the way they are reported, and partly because the methods used raise philosophical questions that need to be considered along with the findings themselves. I believe that the findings have been presented as more positive about precision teaching (PT) than they really are, and that important distinctions between instructional method and the manipulation of incentives have been blurred . The author vacillates about whether the treatment was generally successful or not. If it was generally successful, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Notes and Comments: Precision Teaching in the High School Classroom: A Commentary:

Brophy, Jere E.
American Educational Research Journal , Volume 15 (1): 3 – Nov 23, 2016
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References (3)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312015001141
Publisher site
See Article on Publisher Site

Abstract

American Educational Research Journal Winter 1978, Vol. 15, No. 1, Pp. 141-143 Notes and Comments Precision Teaching in the High School Class­ room: A Commentary JER E E. BROPH Y Michigan State University In many ways, this is a model study. It combines good experimental design an d procedures with implementation in a realistic field setting, attention to individuals as well as to groups, and impressive thoroughness in attention to detail and in following up with students who did not respond to the initial treatment. These and other features give this study unusually strong internal validity and an apparently high potential for external validity. However, I believe that there is also a great danger of unfortunate misapplication of the findings, partly because of the way they are reported, and partly because the methods used raise philosophical questions that need to be considered along with the findings themselves. I believe that the findings have been presented as more positive about precision teaching (PT) than they really are, and that important distinctions between instructional method and the manipulation of incentives have been blurred . The author vacillates about whether the treatment was generally successful or not. If it was generally successful,

Journal

American Educational Research Journal – SAGE

Published: Nov 23, 2016

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