| Edition |
Eleventh edition. |
| Description |
xvi, 635 pages : illustrations ; 26 cm |
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text txt rdacontent |
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unmediated n rdamedia |
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volume nc rdacarrier |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Machine generated contents note: 1.Classrooms Are Complex -- Introduction -- Research-Based Frameworks for Framing Teaching -- Research Is Valuable, But It Does Not Yield Definitive Answers -- Summary -- Suggested Activities and Questions -- Note -- References -- 2.Analyzing and Understanding Classroom Teaching -- Describing and Understanding Your Teaching -- What Can We Learn by Analyzing Teaching? -- Summary -- Suggested Activities and Questions -- Note -- References -- Appendix 2.1 Integrating Technology into Sally's Classroom -- Appendix 2.2 Brophy-Good Dyadic Interaction System -- 3.Using Classroom Observation and Conducting Case Studies to Improve Your Own Teaching -- Introduction -- Benefits of Classroom Observation -- Case Studies -- Using Case Study Data Correctly -- Bias Influences Interpretation of What We See -- Student and Other Feedback -- Summary -- Suggested Activities and Questions -- Note -- References -- Appendix 3.1 Emmer Observation System |
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Note continued: Appendix 3.2 An Observational Protocol Developed by Bond, Smith, Baker, and Hattie (2000) -- Appendix 3.3 Coding Vocabulary: Blumenfeld and Miller -- 4.Developing Appropriate Teacher Expectations for Enhancing Student Learning -- Introduction -- Post Pygmalion Research: Four Early Studies -- Communicating Classroom Expectations -- Assessing the Evidence -- Using Teacher Expectation Results to Improve Teaching -- Forming Expectations Is a Natural Automatic Process -- Teachers Vary in How They Monitor and Express Student Performance Expectations -- More General Considerations for Improving Classroom Performance -- Teacher Efficacy -- Stereotype Threat: Students' Self-Expectations -- Summary -- Suggested Activities and Questions -- Note -- References -- 5.Management I: Preventing Problems -- General Considerations of Classroom Management -- Early Research on Classroom Management -- Later Research on Classroom Management |
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Note continued: Management as Motivation and Problem Prevention -- Maintaining an Effective Learning Environment -- Maintaining Class Momentum -- Expanded Conceptions of Teaching and Management -- Student Absences -- Summary -- Suggested Activities and Questions -- References -- 6.Management II: Coping with Problems Effectively -- Are Schools Safe? -- Coping with Problems Effectively -- Management Examples -- Strategies for Dealing with Minor Misbehavior -- Dealing with Prolonged or Disruptive Misbehavior -- Conflict Resolution -- Punishment -- Choosing Your Role -- Teachers as Socialization Agents -- Dealing with More Difficult Issues -- School-Wide Programs -- Bullying in Schools -- Peers Can Be Helpful in Reducing Bullying -- Special Student Problems -- Lesbian, Gay, and Bisexual Youth -- Chronically Absent -- Summary -- Suggested Activities and Questions -- Notes -- References -- Appendix 6.1 Analysis of a Problem-Solving Meeting -- 7.Motivation |
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Note continued: The "What" and "How" of Motivation -- Specific Motivational Strategies -- Strategies for Supplying Extrinsic Motivation -- Strategies for Capitalizing on Students' Intrinsic Motivation -- Strategies for Stimulating Student Motivation to Learn -- Concluding Comments: Motivating Students to Learn -- Summary -- Suggested Activities and Questions -- References -- 8.Students' Interactions with One Another -- Introduction -- Educational Excellence and Equity -- Grouping -- Peer Learning -- Implementing Peer Learning -- Summary -- Suggested Activities and Questions -- References -- 9.Learning and Instruction in the Heterogeneous Classroom -- Introduction -- A Heterogeneous Classroom -- Differentiated Instruction -- General Principles for Differentiating Instruction -- Summary -- Suggested Activities and Questions -- 10.Affirming the Cultures and Supporting the Achievements of Diverse Students -- Introduction -- Summary -- Suggested Activities and Questions |
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Note continued: References -- 11.Teaching Worthwhile Content for Understanding, Appreciation, and Application -- Curriculum -- Teaching for Understanding, Appreciation, and Application of Knowledge -- Teaching for Understanding: Subject-Specific Examples -- Keep the Goals in Sight -- Summary -- Suggested Activities and Questions -- References -- 12.Active Teaching -- Instructional Methods as Means to Accomplish Curricular Goals -- Research Relating Teacher Behavior to Student Learning -- Principles of Active Teaching -- Summary -- Suggested Activities and Questions -- References -- 13.Helping Students Construct Usable Knowledge -- Constructivist Approaches to Teaching and Learning -- Social Constructivist Views of Learning and Teaching -- Subject-Specific Variations on Basic Instructional Models -- Constructivist Teaching: Appealing but Difficult -- Suggested Activities and Questions -- References -- 14.Assessing Students' Learning -- Examples to Consider |
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Note continued: Introduction -- Assessing and Grading Student Performance -- Purposes of Assessment -- Powerful Formative Assessment -- General Assessment Considerations -- Forms of Assessment: Tests -- Additional Forms of Assessment -- Implications for Classroom Teachers and Students -- Grading -- Summary -- Suggested Activities and Questions -- References -- Appendix 14.1 Assessment Literacy Standards for Teachers -- 15.Technology and Classroom Teaching -- Introduction -- Technology in Schools -- Knowledge and Availability of Technology -- Student Ability to Use Technology Effectively -- Resources Teachers Can Use to Increase Students' Ability to Use Technology -- Using Technology in Your Classroom -- International Society for Technology in Education (ISTE) Standards for Students -- Defining Your Teaching Role -- Some Helpful Technology Tools: For Classroom Use -- Using Technology in the Classroom -- Internet Resources -- Summary |
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Note continued: Suggested Activities and Questions -- Note -- References -- 16.Growing as a Teacher -- Introduction -- Improving as a Teacher -- Another Classroom Example -- Improving and Growing with Others -- Improving Workplace Conditions for Teaching -- Schools as Social Systems -- Other Local, National, and Global Professional Opportunities for Growth and Learning -- Summary -- Suggested Activities and Questions -- References -- Appendix 16.1. |
| Subject |
Teaching.
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Classroom management.
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Observation (Educational method)
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Classroom management. (OCoLC)fst00863730
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Observation (Educational method) (OCoLC)fst01042943
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Teaching. (OCoLC)fst01144565
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| Added Author |
Lavigne, Alyson Leah, author.
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| ISBN |
9781138646513 (hardback) |
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1138646512 (hardback) |
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9781138646537 (paperback) |
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1138646539 (paperback) |
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9781315627519 (electronic book) |
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