Acknowledgments

This book builds on the work of Robert Marzano, Debra Pickering, and Jane
Pollock, the authors of the first edition of Classroom Instruction That Works.
There are many others who have contributed to this second edition whose
names do not appear on the cover. They are the people from whom we drew
inspiration and support. We thank McREL’s talented research team—Andrea
Beesley, Helen Apthorp, Charles Igel, Trudy Clemons Cherasaro, Jessica Allen,
Copyright © 2012. Association for Supervision & Curriculum Development. All rights reserved.

Tedra Clark, Sarah Gopalani, and Susie Bachler—who conducted the update
of the meta-analysis and wrote the technical report from which this book
draws information. Linda Brannan and Maura McGrath assisted with securing
permissions and went beyond the call of duty to help us locate articles, books,
and other resources to assist with the task. Mary Cullen and Wanda Garcia
provided administrative assistance, helping us with the countless details that
go with preparing a manuscript and keeping us calm when the seas were rough.
Thanks also to our colleagues at McREL who encouraged us in countless ways
and shared their experiences helping teachers use the strategies in Classroom
Instruction That Works. We appreciate the financial support provided for this
project by McREL’s Management Council and the moral support provided by
Tim Waters and David Frost.
We are grateful for the guidance and helpful comments provided by Nancy
Modrak, Carolyn Pool, Scott Willis, and Jamie Greene of ASCD. Our reviewers,
Henry Thiele, Matt Kuhn, Bryan Goodwin, and two anonymous others selected
by ASCD, provided suggestions that helped us clarify our thinking and make

ix
Dean, Ceri B, et al. Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement, Association for Supervision & Curriculum
Development, 2012. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uniofsouthphi-ebooks/detail.action?docID=838330.
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Classroom Instruction That Works_2ndEd_ pages.indd ix 12/21/11 2:59 PM

 x C l a s s ro o m I n s t r u c t i o n T h a t Wo r k s

improvements to our original draft. Equally important were their kind words
of encouragement. We thank John Hattie for writing the foreword and for
inspiring us with his work in general and his book Visible Learning in particular.
This book reflects our experience sharing information about the nine
categories of instructional strategies with thousands of teachers and admin-
istrators across the United States and in several foreign countries over the last
decade. We thank them for their insights and questions. They have enriched
our understanding of the strategies and what it takes for teachers to implement
them effectively. We hope this edition reflects all that they have taught us.
Last but not least, we are grateful to our families—parents, spouses, chil-
dren, dogs, and cats—who supported us in ways that only family can, loving
us even when we were stressed and perhaps not in the best humor and under-
standing when we just had to keep typing.
Copyright © 2012. Association for Supervision & Curriculum Development. All rights reserved.

Dean, Ceri B, et al. Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement, Association for Supervision & Curriculum
Development, 2012. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uniofsouthphi-ebooks/detail.action?docID=838330.
Created from uniofsouthphi-ebooks on 2018-09-03 05:32:06.

Classroom Instruction That Works_2ndEd_ pages.indd x 12/21/11 2:59 PM