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Format: 1 online resource (xii, 234 pages) : , digital, PDF file(s).

ISBN: 1-316-66613-1 , 1-316-66718-9 , 1-316-28559-6

Content: The overall aim of this reader-friendly book is to enable current and prospective teachers as well as other education professionals to improve practice, leading to more successful learning for all students. Drawing on her extensive experience as both a high school teacher and a university professor, Inez De Florio provides an evidence-informed and value-based approach to teaching and learning that takes the personality and the accountability of teaching professionals into account. Students' needs and interests are the primary focus of an evidence-informed teaching model, MET (Model of Effective Teaching), which is described and exemplified in detail. In order to allow for informed decisions and suitable applications of the steps of the MET, the book provides, furthermore, a succinct and comprehensible introduction to the main features and types of educational research, especially newer findings of evidence-based education such as presented in John Hattie's research.

Note: Title from publisher's bibliographic system (viewed on 06 Jun 2016). , Cover -- Half-title -- Title page -- Copyright information -- Dedication -- Table of contents -- Preface -- Introduction -- 1. Premises -- 2. Aims -- 3. Structure -- 1 Main Features of Scientific Research on Education -- 1.1. A Conference Talk -- 1.2. Science and Research -- 1.3. Jean Piaget (1896-1980): Major Contributions to Developmental Psychology -- 1.4. Lev Vygotsky and Jerome Bruner: Going Beyond Piaget -- Lev S. Vygotsky (1896-1934) -- Jerome Bruner (born 1915) -- 1.5. Educational Science and Educational Research -- Review, Reflect, Practice -- 2 Important Types of Scientific Research on Education -- 2.1. Main Types of Research: Description and Explanation -- 2.2. Theories, Hypotheses, and Models -- 2.3. Research Design and Methodology -- 2.4. Psychometrics -- 2.5. Experiments (RCTs), Quasi-Experiments, and Correlation Studies -- 2.6. A Presentation of John Dewey's Main Ideas -- Review, Reflect, Practice -- 3 Main Features of Evidence-based Research on Education -- 3.1. Evidence-based Medicine and Evidence-based Education -- 3.2. A Question of Age -- 3.3. Essential Features of Evidence-based Research -- 3.4. Potential and Pitfalls of Randomized Controlled Trials -- The Tennessee Class Size Project -- 3.5. The Measurement of Interventions in Teaching and Learning -- 3.6. Assumptions about What Works -- 3.7. How to Deal with Results of Evidence-based Research -- Review, Reflect, Practice -- 4 Meta-Analyses on Education -- 4.1. Meta-Analyses and Effect Sizes -- 4.2. A Critical Look at Research on Teaching Effectiveness -- 4.3. Thinking without Thinking -- 4.4. A Theory-based Meta-Analysis of Research on Instruction -- Review, Reflect, Practice -- 5 A Synthesis of Over 800 Meta-Analyses Relating to Achievement -- 5.1. Hattie's Study Visible Learning -- 5.2. ''Know Thy Impact'' -- 5.3. Shortcomings of Visible Learning. , 5.4. Hattie's Resource Book Visible Learning for Teachers -- 5.5 An International Guide to Student Achievement -- Review, Reflect, Practice -- 6 Scaffolding Effective Teaching and Successful Learning -- 6.1. Hattie's Model of Direct Instruction (DI) -- 6.2. Links between Facts and Values -- 6.3. Premises of Effective Teaching -- 6.4. MET - A Model of Effective Teaching and Successful Learning -- MET - 30 Steps to Effective Teaching and Successful Learning Planning the Lesson (see Chapter 7) -- Starting the lesson (see Chapter 7) -- Presenting knowledge and skills (see Chapter 8) -- Questions and Answers (see Chapter 8) -- Guided Practice (see Chapter 9) -- Independent Practice (see Chapter 9) -- Transition or Conclusion (see Chapter 9) -- 6.5. Research Evidence and Teacher Expertise -- Review, Reflect, Practice -- 7 Planning and Starting the Lesson -- 7.1. A Thoughtful Review of Effective Teaching -- 7.2. Planning the Lesson -- Example: Talking about Preferences and Hobbies -- 7.3. The Realm of the Smartest -- 7.4. Starting the Lesson -- Example: A Choice of Hooks -- Talking about one of the most amazing cities in the United States -- A famous school of architecture -- To become president of the United States -- A modern-day Robin Hood -- Postal service -- Beaches in the business district -- The Blind Men and the Elephant -- Principle 1: Simplicity -- Principle 2: Unexpectedness -- Principle 3: Concreteness -- Example: Making Punctuation Visible by Using Macaroni -- Principle 4: Credibility -- Principle 5: Emotion -- Example: A Lot of Prejudice -- Principle 6: Stories -- Review, Reflect, Practice -- 8 Presenting Knowledge and Skills - Assertive Questioning -- 8.1. Classroom Management and Classroom Climate -- Example: Teachers Can Make a Difference -- 8.2. Presenting Knowledge and Skills. , Example: Toward a Better Understanding of Cultural Differences -- 1. Hook or teaser -- 5. Goals, learning intentions, and success criteria -- 6. Further development of the model -- 8. Asserting comprehension -- 8.3. The Impact of an Expert Peer -- 8.4. Assertive Questioning and Interactive Dialogue -- Questions and Answers -- Review, Reflect, Practice -- 9 Guided and Independent Practice -- 9.1. Summary of the Preceding Steps of the MET -- 9.2. Types of Practice -- Example: A Test of Reading Literacy: The Miser and His Gold -- Scoring -- Comment. -- Scoring -- Comment. -- Scoring -- Full Credit: -- Comment. -- 9.3 Planning Guided Practice -- Guided Practice -- Example: Describing the Iceberg Model of Culture -- Example: Know Thy Students -- Introduction -- Guided Practice I: Interactive Whole-class Dialogue -- Guided Practice II: Seat Work -- Guided Practice III: Re-teaching -- Guided Practice IV: Seat Work -- Guided Practice V: Interactive Whole-class Dialogue -- 9.4 Even Good Things Can Be Improved -- 9.5 Independent Practice -- Independent Practice -- 9.6 All's Well that Ends Well -- Transition or Conclusion -- Review, Reflect, Practice -- 10 Cooperative and Project-based Learning -- 10.1. Cooperative vs. Collaborative Learning -- 10.2. The Message of John Dewey -- 10.3. Basics of Learning in Small Groups -- 10.4. Newer Research into Cooperative Learning -- 10.5. Major Forms of Cooperative Learning -- I. TGT (Teams-Games Tournament) -- Example: Take It Easier -- II. STAD (Student Teams-Achievement Divisions) -- III. TAI (Team Assisted Individualization) -- IV. Jigsaw Method -- V. RT (Reciprocal Teaching) -- Strategy 1: Questioning -- Strategy 2: Summarizing -- Strategy 3: Clarifying -- Strategy 4: Predicting -- 10.6. A Joint Venture: Othello -- 10.7. PBL - Project- and Problem-based Learning -- Example: Money and More. , I. Money in proverbs and quotes -- II. Money and music: anything new? -- III. What is money? -- IV. Money in literature and art -- V. What does money mean to me? -- VI. Evaluation -- 10.8. Newer Research into Problem-based Learning -- Review, Reflect, Practice -- 11 Feedback - Reciprocal and Informative -- 11.1. Newer Research into Feedback -- 11.2. The Feedback Model of Hattie and Timperley -- 11.3. Feedback Given by Teachers to Students -- Questions related to tasks -- Questions related to the processes -- Questions related to self-regulation -- 11.4. Peer Feedback -- 11.5. Love Is Not Always Blind -- 11.6. Feedback Given by Students to Teachers -- Review, Reflect, Practice -- Concluding Remarks: Standards Need More Evidence -- References -- Index. , English

Additional Edition: ISBN 1-107-11261-3

Additional Edition: ISBN 1-107-53290-6

Language: English

URL: Volltext  (lizenzpflichtig)

URL: https://doi.org/10.1017/CBO9781316285596