This new edition of the popular textbook digs into the research behind different aspects of teaching in order to give students an informed understanding of what underpins high quality teaching. It explores what the evidence shows about the effectiveness of different approaches, drawing from a variety of educational schools of thought.
New to this edition:
- enhanced discussion of what we can learn from cognitive science research
- new chapters on metacognition and thinking skills, teacher subject knowledge, evaluating teacher performance, and international comparisons on teaching
- new Further Reading and Think Point features encouraging critical engagement with key research findings.
This is essential reading for all students on initial teacher education courses including undergraduate, postgraduate, School Direct, Teach First and employment-based routes into teaching, and also qualified teachers wanting to deepen their understanding of educational research.
Inhoudsopgave
PART 1: BASICS OF TEACHING AND LEARNING
Ch1: Theories of learning
Ch2: Direct Instruction
Ch3: Interactive teaching
Ch4: Collaborative small group work and peer tutoring
Ch5: Metacognition and thinking skills
Ch6: Subject knowledge
PART 2: CREATING A FRAMEWORK FOR LEARNING
Ch7: Classroom and behaviour management
Ch8: Classroom Climate
Ch9: Homework
PART 3: ADAPTING TEACHING
Ch10: Non-cognitive outcomes
Ch11: Additional learning needs
Ch12: Early years education
Ch13: Differentiation
PART 4: SUBJECT TEACHING AND ASSESSMENT
Ch14: Literacy
Ch15: Numeracy
Ch16: Assessment for learning
PART 5: DEVELOPING TEACHERS AND EDUCATION
Ch17: Continuing professional development
Ch18: Evaluating teacher performance
Ch19: International comparisons on teaching
Over de auteur
Daniel Muijs is Dean of the Faculty of Education and Society at Academica University of Applied Sciences in Amsterdam, and visiting professor at the University of Southampton. He has worked in education departments at a range of UK universities, as well as at Ofsted, the English inspectorate of schools and social care. He is an experienced quantitative researcher and has taught quantitative methods to students from undergraduate to Ph D levels.
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