This book is structured in three parts, firstly putting into context the wealth of research on what makes for effective teaching, then building on the foundation by looking at specific aspects of good classroom practice and finally looking at ways of reflecting on experience to improve classroom practice.
Aiming to bridge the gap between the theory and practice of effective teaching, this book provides an overview of major issues and their implications for the teacher.
Effective Teaching in Schools
... 8–9, 24–26, 303–304 rating of classroom games by, 275–283 Sensing (S) or Intuition (N), 25, 29–31 teaching styles and, ... SJ Guardians; SP Artisans; temperaments personalizing classroom teaching techniques, 288–291, 294 Peters, E., ...
This book examines how teachers and students actually go about their classroom business.
Johnson, D. W., & Johnson, R. T. (1995). Teaching students to be peacemakers (3rd ed.). Edina, MN: Interaction. Johnson, D. W., &Johnson, R. T. (2004). The three Cs of promoting social and emotional learning. InJ. Zins, R. Weissberg, M.
School leaders search for effective and practical ways to live out what research tells us makes a difference in student learning. Research literature is easy to embrace theoretically, but it...
Offers educators practical use of recent brain research through the Brain-Targeted Teaching model, an instructional framework that guides teachers in the planning, implementation, and assessment of a program of instruction.
This publication is the first report from the OECD’s Teaching and Learning International Survey (TALIS). It provides quantitative, policy-relevant information on the teaching and learning environment in schools in 23 countries.
Teachers are one of the key elements in any school and effective teaching is one of the key propellers for school improvement. This review is concerned with how to define a teacher's effectiveness and what makes an effective teacher.
This concise collection of effective teaching strategies will be an invaluable guide for every teacher who knows that the way we teach is just as important as what we teach.