Terrance M. Scott, Regina Hirn, Justin Cooper

Teacher and Student Behaviors

Keys to Success in Classroom Instruction

• Gebundenes Buch

Produktbeschreibung

The book provides very concrete and simplified descriptions of how effective teacher practices were identified, observed, recorded, and analyzed.

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Produktdetails

• Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
• Seitenzahl: 132
• Erscheinungstermin: 29. März 2017
• Englisch
• Abmessung: 235mm x 157mm x 12mm
• Gewicht: 353g
• ISBN-13: 9781475829433
• ISBN-10: 1475829434
• Artikelnr.: 47368780

Autorenporträt

Terrance M. Scott, Ph.D. is a Professor, Distinguished University Scholar, and Director of the Center for Instructional and Behavioral Research in Schools at the University of Louisville. He is a former counselor, classroom teacher, and behavior consultant in both residential treatment and public school systems. His research interests include school-wide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, and scientific research in education. Regina Gilkey Hirn, Ph.D. is an Assistant Professor in the Department of Special Education at the University of Louisville.  She is a former classroom teacher, behavior consultant and assistant director of special education in the public school system.  Her research interests include learning strategies for students with learning and behavior disorders and strategies for promoting positive student/teacher interactions during classroom instruction. Justin T. Cooper, Ed.D. is an Assistant Professor of Special Education at the University of Louisville. He is a former classroom teacher of students with emotional and behavioral disorders in Utah, Wyoming, and Florida. His research interests include examining the effects of teacher behaviors on student behavior in the classroom.

Inhaltsangabe

Preface Acknowledgements Chapter 1: A Logic for Evidence-Based Practices in
Teaching and Learning Chapter 2: What Goes On In Typical Classrooms?
Chapter 3: Instruction - Teacher Presentation, Use of Directions, and
Instructional Grouping Chapter 4: Engagement: Teacher and Student
Interaction as a Predictor for Success Chapter 5: Feedback: Positive and
Negative Feedback Ratios as a Predictor for Success Chapter 6: Mediating
Variables: Do Teacher and Student Characteristics Make a Difference?
Chapter 7: Implications for the Field of Education References Appendices
About the Author