Effective Teaching: Evidence and Practice

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SAGE, May 1, 2005 - Education - 314 pages
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`A small number of education books feel indispensable; this is warmly welcomed to the club. It's a magnificent survey of what educational research can tell us about nitty-gritty classroom issues' - Geoff Barton, Times Educational Supplement, Friday Magazine

Research into student learning and achievement shows that classroom teaching is at the heart of the process of schooling. What teachers do in the classroom is the factor that most strongly affects pupils' progress in school. In their 2001 book, David Muijs and David Reynolds reviewed what is now a large body of knowledge on effective teaching.

Research into student learning and achievement shows that classroom teaching is at the heart of the process of schooling. What teachers do in the classroom is the factor that most strongly affects pupils' progress in school. In their 2001 book, David Muijs and David Reynolds reviewed what is now a large body of knowledge on effective teaching.

This new edition of Effective Teaching, Evidence and Practice updates the successful 2001 volume with the latest research on effective teaching and learning. Following user feedback, a number of chapters have been added to reflect reader needs and developments in the field since 2001. Chapters on student learning, collaborative small group work, constructivism and effective science teaching have been added, as well as updates to all other chapters.

The user-friendly style and broad coverage that were strengths of the previous edition are maintained, as is the three part structure focussing on generic teaching skills, teaching for specific goals and subject specific strategies and other classroom issues.

Like the first edition, it is essential reading for students of education, teachers and educational researchers.

  

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Contents

Effective teaching the central issues
1
Introduction to Teaching and Learning
11
Theories of learning and intelligence
13
Direct instruction
27
Interactive teaching
42
Collaborative smallgroup work
52
Constructivist teaching
61
Creating a Framework for Learning
73
Enhancing pupils selfesteem
140
Teaching pupils with special educational needs
150
Teaching gifted pupils
165
Teaching in the early years
175
Taking account of individual differences
185
Teaching Specific Subjects Assessment and Observation
199
Literacy
201
Mathematics
212

Classroom management
75
Behaviour management
85
Effective use of homework
97
Classroom climate
107
Teaching for Specific Purposes
117
Problemsolving and higherorder thinking skills
119
Developing pupils social skills
129
ICT Skills
221
Assessment
230
Professional development and peer classroom observation
243
Effective teaching future research policy and practice
257
References
270
Index
305
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About the author (2005)

Professor Daniel Muijs is Chair of Education. Previously he worked at the University of Manchester as Chair of Pedagogy and Teacher Development at the University of Manchester, School of Education, as Chair of School Leadership and Management at the University of Newcastle and as senior at Warwick Institute of Education. He is an acknowledged expert in the field of Educational and Teacher Effectiveness and is co-editor of the journal ‘School Effectiveness and School Improvement’. He has published widely in the areas of educational effectiveness, leadership and research methods, and has conducted research for government agencies (DCSF, NCSL, QCA), Charitable Trusts (Gatsby) and Research Councils (ESRC).

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