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E-raamat: Effective Teaching: Evidence and Practice

  • Formaat: 392 pages
  • Ilmumisaeg: 16-Oct-2017
  • Kirjastus: Sage Publications Ltd
  • Keel: eng
  • ISBN-13: 9781526418425
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  • Formaat: 392 pages
  • Ilmumisaeg: 16-Oct-2017
  • Kirjastus: Sage Publications Ltd
  • Keel: eng
  • ISBN-13: 9781526418425
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This new edition of the popular textbook digs into the research behind different aspects of teaching in order to give students an informed understanding of what underpins high quality teaching. It explores what the evidence shows about the effectiveness of different approaches, drawing from a variety of educational schools of thought.



New to this edition:







enhanced discussion of what we can learn from cognitive science research new chapters on metacognition and thinking skills, teacher subject knowledge, evaluating teacher performance, and international comparisons on teaching new Further Reading and Think Point features encouraging critical engagement with key research findings.



This is essential reading for all students on initial teacher education courses including undergraduate, postgraduate, School Direct, Teach First and employment-based routes into teaching, and also qualified teachers wanting to deepen their understanding of educational research.

Arvustused

In securing and sustaining school and system improvement, teaching is a critically important contributory factor. The fourth edition of Effective Teaching: Evidence and Practice is a timely reminder that the knowledge base about the best teaching practices is extensive and substantial. Therefore this book is an essential read and a significant resource for teachers, teacher educators, researchers and policy makers.



  -- Michelle Jones Effective Teaching: Evidence and Practice" is an impressively written and effectively organized textbook that digs into the research behind different aspects of teaching in order to provide an informed and informative understanding of what underpins high quality teaching. "Effective Teaching: Evidence and Practice" explores what the evidence shows about the effectiveness of different approaches, drawing from a variety of educational schools of thought. "Effective Teaching: Evidence and Practice" should be considered essential reading for all students on initial teacher education courses including undergraduate, postgraduate, School Direct, Teach First, and employment-based routes into teaching, and also qualified teachers wanting to deepen their understanding of educational research. -- Midwest Book Review

About the authors ix
Acknowledgements x
New to this fourth edition xi
Introduction: Effective Teaching --- The British Research Reviewed 1(12)
PART 1 BASICS OF TEACHING AND LEARNING
13(90)
1 Theories of Learning and Intelligence
15(21)
2 Direct Instruction
36(18)
3 Interactive Teaching
54(11)
4 Collaborative Small Group Work and Peer Tutoring
65(13)
5 Metacognition and Self-regulated Learning
78(13)
6 Teacher Beliefs, Values and Knowledge
91(12)
PART 2 CREATING A FRAMEWORK FOR LEARNING
103(50)
7 Classroom and Behaviour Management
105(22)
8 Classroom Climate
127(12)
9 Effective Use of Homework
139(14)
PART 3 ADAPTIVE TEACHING
153(80)
10 Non-cognitive Outcomes
155(21)
11 Teaching Pupils with Special Educational Needs
176(16)
12 Teaching Gifted Pupils
192(14)
13 Teaching in the Early Years
206(14)
14 Differentiation
220(13)
PART 4 SUBJECT TEACHING AND ASSESSMENT
233(44)
15 Literacy
235(12)
16 Mathematics
247(12)
17 Assessment for Learning
259(18)
PART 5 DEVELOPING TEACHERS AND EDUCATION
277(32)
18 Teacher Professional Development
279(15)
19 Evaluating Teacher Performance
294(15)
Conclusion: Teaching and Teachers in the Twenty-first-century School 309(9)
Appendix: Think Point Answers 318(15)
References 333(35)
Index 368
Daniel Muijs is Dean of the Faculty of Education and Society at Academica University of Applied Sciences in Amsterdam, and visiting professor at the University of Southampton. He has worked in education departments at a range of UK universities, as well as at Ofsted, the English inspectorate of schools and social care. He is an experienced quantitative researcher and has taught quantitative methods to students from undergraduate to PhD levels.