Looking in Classrooms

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Pearson/Allyn and Bacon, 2008 - Education - 504 pages
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Thomas L. Good and Jere E. Brophy "Looking in Classrooms, " Tenth Edition ISBN: 0-205-49678-4 If there is one book that should be kept in their professional library, it is this one! Maria Yon, University of North Carolina, Charlotte I respect Good and Brophy and trust their book for valid information that new teachers need to know. Susan C. Scott, University of Central Oklahoma Good and Brophy explain better than anyone else questioning, teacher expectations, active teaching, a very level-headed approach to constructivist teaching, to name just a few favorites and I find this text to be superior to what I can assemble. Janet Stivers, Marist College Widely considered to be the most comprehensive and authoritative source available on effective teaching, "Looking in Classrooms" synthesizes the knowledge base on student motivation, classroom teaching, teacher expectations, and adapting instruction for individual learners. In over three decades of continuous publication, this text represents state-of-the-art research in several areas including student motivation, classroom instruction and student learning, classroom management, and adapting instruction to the needs of individual learners. It addresses the core topics of classroom instruction in an accessible fashion, promoting easy transfer to classroom practice. The text also provides useful information about how to use quantitative and qualitative observational techniques for describing and improving instruction. It has been used in undergraduate courses for teachers in training and in masters-level courses for teachers, administrators, and superintendents. New to This Edition Completely revised and rewritten, this new edition reflects the latest in instructional research and includes:
  • Two new chapters (Chapters 7 and 8) addressing student diversity one from the standpoint of understanding and appreciating it, and one on how to use this knowledge to effectively construct instruction for a diverse student population.
  • A new chapter (Chapter 12) that provides the knowledge and skills for assessing student progress in both the active teaching perspective and the social constructivist perspective of active learning.
  • A new chapter (Chapter 13) that explores technology and its role in classroom learning and instruction, presenting techniques for deciding when to use technology and providing examples of good usage.
  • An increased emphasis on understanding the growing diversity of students instructional needs, providing new teachers with the insight and practical strategies necessary for successfully addressing the diverse learning needs of their students.
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About the author (2008)

Thomas L. Good is Professor and Interim Department Head of the Department of Educational Psychology at the University of Arizona. He received his Ph.D. from Indiana University, and his previous appointments were at the University of Texas at Austin and the University of Missouri, Columbia. His policy interests include school choice and youth. His research interests include the communication of performance expectations in classroom settings and the analysis of effective instruction, especially in schools that serve children who reside in poverty. His teaching specialty areas are analysis of instructional behavior, theories of instruction, and the informal curriculum. His work has been supported by numerous agencies, including the National Science Foundation and the National Institute of Mental Health. He has been a Fulbright Fellow in Australia and has long served as Editor of the Elementary School Journal (published by the University of Chicago Press). He has published numerous books, including Looking in Classrooms, coauthored with Jere Brophy.

Jere Brophy was a University Distinguished Professor of Teacher Education and Educational Psychology at Michigan State University. A clinical and developmental psychologist by training, he conducted research on teachers achievement expectations and related self-fulfilling prophecy effects, teachers attitudes toward individual students and the dynamics of teacher-student relationships, students personal characteristics and their effects on teachers, relationships between classroom processes and student achievement, teachers strategies for managing classrooms and coping with problem students, and teachers strategies for motivating students to learn. Most recently, he focused on curricular content and instructional method issues involved in teaching social studies for understanding, appreciation, and life application.

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