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About Siegfried Engelmann
Siegfried “Zig” Engelmann (1931-2019) was professor emeritus of education at the University of Oregon and the primary architect of the Direct Instruction (DI) programs, an approach based on the principles originated in the Bereiter-Engelmann Preschool in the late 1960s. Engelmann was the senior author of more than 100 curricula using DI principles and numerous other articles and books. He had a bachelor’s degree in philosophy from the University of Illinois and an honorary doctorate from the Psychology Department of Western Michigan University. He was the 1994 recipient of the Fred S. Keller Award from the American Psychological Association’s Division of Experimental Analysis of Behavior. In 2000 the journal Remedial and Special Education named him as one of the 54 most influential people in the history of special education, and in 2002 the Council of Scientific Society Presidents awarded him the 2002 Award of Achievement in Education Research.
To learn more about Zig, visit http://zigsite.com/
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Books By Siegfried Engelmann
In the book Theory of Instruction: Principles and Applications, Siegfried Engelmann and co-author Douglas Carnine describe the theory underlying the development of Direct Instruction curriculums.
Engelmann and Carnine not only spell out in detail the scientific and logical basis on which their theory is based, but provide a multitude of in-depth descriptions and guidelines for applying this theory to a wide range of curricula.
This book will help the reader understand why the Direct Instruction programs authored by Engelmann and his colleagues have proven uniquely effective with students from all social and economic backgrounds, and how the guidelines based on the theory can be applied to a wide range of instructional challenges, from designing curricula for disadvantaged preschoolers to teaching algebraic concepts to older students.
The most incredible of Engelmann's battles occurred in Project Follow Through, the largest and most definitive educational experiment ever conducted, involving 180 communities and over 200,000 at-risk children in grades kindergarten through 3. To discover which approach was most effective, Follow Through installed and tested 22 models of teaching disadvantaged children, from 1968 to 1977. The models covered the spectrum of approaches that are in schools today, from the discovery-oriented approaches to those based on behavioral principals of reinforcement.
The evaluation measured the children's achievements in reading, math, language, and spelling. The study was also designed to discover which models were superior in teaching basic skills and which excelled in teaching higher-order thinking skills, also which models had kids with the strongest sense of personal responsibility and which kids had the highest self-images. The results astounded educators and made a mockery of their predictions.
There were not various winners, but only one winner, and that one excelled in every category measured. The winning model was designed by Zig Engelmann and his colleagues - Direct Instruction.
Why haven't you heard about Follow Through, Direct Instruction, or Zig Engelmann? Because Follow Through outcomes were never disseminated, never made public, and never used to influence educational decision-making. Why would the Feds spend half a billion to fund Follow Through and never disseminate the results? Read the book and discover the astonishing truths.
Please note: This book is a reprint of the 1992 edition of War Against the Schools’ Academic Child Abuse, originally published by Halcyon House. NIFDI Press has not edited the text. Consequentially, some organizations may no longer exist and individuals may be deceased.
This work is of interest to various practitioners engaged in analyzing and creating behavior: the ethnologist, the instructional designer, the learning psychologist, the physiologist-neurobiologist, and particularly the designer of intelligent machines.