Two methods of delivering direct instruction to preservice teachers were compared. Students (n=37) in a reading course learned the Directed Reading Activity (DRA) via lecture and discussion; 37 others learned with videotape and related practice. The latter group retained and used DRA knowledge better over a longer period. (Author/SM)

A review of the literature on the transfer of preservice teacher training to the classroom suggests that several definitive factors enhance transfer. A social studies methods course was developed with these factors in mind, and included directed reading activities (DRA) with a text, controversial topic discussion, and inquiry. During the academic…