Thomas L. Good, Alyson L. Lavigne

Looking in Classrooms (eBook, ePUB)

• Format: ePub

Produktbeschreibung

Looking in Classrooms uses educational, psychological, and social science theories and classroom-based research to teach future classroom teachers about the complexities and demands of classroom instruction.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 652
• Erscheinungstermin: 15. Dezember 2017
• Englisch
• ISBN-13: 9781317238256
• Artikelnr.: 50516009

Autorenporträt

Thomas L. Good is Professor Emeritus of Educational Psychology at the University of Arizona, USA.

Alyson L. Lavigne is Assistant Professor of Instructional Leadership at Utah State University, USA.

Inhaltsangabe

Chapter 1: Classrooms Are Complex
Chapter 2: Analyzing and Understanding Classroom Teaching
Chapter 3: Using Classroom Observation and Conducting Case Studies to
Improve Your Own Teaching
Chapter 4: Developing Appropriate Teacher Expectations for Enhancing
Student Learning
Chapter 5: Management I: Preventing Problems
Chapter 6: Management II: Coping with Problems Effectively
Chapter 7: Motivation
Chapter 8: Students' Interactions with One Another
Chapter 9: Learning and Instruction in the Heterogeneous Classroom
Chapter 10: Affirming the Cultures and Supporting Achievements of Diverse
Students
Chapter 11: Teaching Worthwhile Content for Understanding, Appreciation,
and Application
Chapter 12: Active Teaching
Chapter 13: Helping Students to Construct Usable Knowledge
Chapter 14: Assessing Students' Learning
Chapter 15: Technology and Classroom Teaching
Chapter 16: Growing as a Teacher

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Chapter 1: Classrooms Are Complex

Chapter 2: Analyzing and Understanding Classroom Teaching

Chapter 3: Using Classroom Observation and Conducting Case Studies to Improve Your Own Teaching

Chapter 4: Developing Appropriate Teacher Expectations for Enhancing Student Learning

Chapter 5: Management I: Preventing Problems

Chapter 6: Management II: Coping with Problems Effectively

Chapter 7: Motivation

Chapter 8: Students' Interactions with One Another

Chapter 9: Learning and Instruction in the Heterogeneous Classroom

Chapter 10: Affirming the Cultures and Supporting Achievements of Diverse Students

Chapter 11: Teaching Worthwhile Content for Understanding, Appreciation, and Application

Chapter 12: Active Teaching

Chapter 13: Helping Students to Construct Usable Knowledge

Chapter 14: Assessing Students' Learning

Chapter 15: Technology and Classroom Teaching

Chapter 16: Growing as a Teacher

Rezensionen

"What can you say about a classic book in its 11th edition? It turns out you can say a lot. Looking in Classrooms maintains its focus on classroom teachers, connecting theory to practice and translating what current research says about the tasks of teaching into a language that all can understand. With four new chapters and an overall update, it is still the best book out there to summarize the observational research on teaching-applied educational psychology at its best, now better than ever."

-Robert Burns, Professor of Learning and Instruction in the School of Education at the University of San Francisco, USA

"This book cuts through the clutter-it strips away the jargon and attends to the foundations of great teaching based on decades of research. For beginning teachers who need a place to start their learning and for veterans seeking to reflect on and improve their practice, this book is an essential tool. "

-Amanda R. Bozack, Director of the School of Teacher Education and Leadership at Radford University, USA

"Here is a book that should be read by anyone who teaches students and by those studying educational psychology. Looking in Classrooms successfully and comprehensively presents rich and empirically solid literature on teaching and learning in language that is accessible to pre-service teachers and seasoned professors. It deftly weaves pertinent educational psychology research with practical applications and suggestions for implementation. This book should have a prominent place in every educator's professional library."

-Christine M. Rubie-Davies, Professor of Education at the University of Auckland, New Zealand