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Learning and Teaching : Research-Based Methods

ISBN: 9780205270897 | 0205270891
Edition: 3rd
Format: Paperback
Publisher: Allyn & Bacon
Pub. Date: 1/1/1998

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SummaryTable of Contents
This substantially revised third edition represents one of the most up-to-date research-based methods texts available today. Kauchak and Eggen organize their discussion around three important themes in education: diversity, motivation, and technology. Coverage of new realities in the classroom, such as using social interaction, fostering resilience in at-risk students, and inclusion help new teachers face responsibilities being asked of them. Solidly grounded in research, the text describes practical methods in a clear, readable manner with numerous cases and offers suggestions for applying those methods in today's diverse school environments.
Prefacexiii
Chapter 1 Research and Teaching
1(23)
Defining Good Teaching
3(1)
... MORE
Research in Teaching : A Historical Perspective
4(4)
Studies of Teacher Characteristics
5(1)
The Search for the Right Method
5(1)
School-Level Research
6(1)
Teacher Effectiveness Research: Teachers Do Make a Difference
6(1)
Beyond Effective Teaching: A Focus on Student Learning
7(1)
Contemporary Views of Teaching and Learning
8(3)
From Behaviorist to Cognitive Perspectives
8(1)
Constructivism: Students As Creators of Understanding
9(1)
Learner-Centered Psychological Principles
9(2)
Text Themes
11(2)
The Diversity of Our Learners
11(1)
Ways of Enhancing Learner Motivation
12(1)
The Use of Technology for Increasing Learning
13(1)
Learning to Teach
13(6)
Knowledge of Subject Matter
14(1)
Pedagogical Content Knowledge
14(1)
Knowledge of Teaching and Learning
15(1)
Teaching Strategies
16(1)
Teacher Decision Making
17(2)
Using This Book to Learn to Teach
19(5)
Summary
20(1)
Important Concepts
21(1)
Discussion Questions
21(1)
Applying It in the Schools
21(3)
Chapter 2 Student Diversity
24(38)
Teaching Students with Different Learning Abilities
26(7)
Intelligence: What Does It Mean?
27(1)
Multiple Intelligences: The Work of Howard Gardner
28(1)
Intellectual Diversity: Implications for Teaching
29(4)
Learning Styles
33(4)
Field Dependence/Independence
34(1)
Conceptual Tempo: Impulsive and Reflective Learners
35(1)
Classroom Learning Styles: The Work of Dunn and Dunn
35(1)
Learning Styles: Implications for Teaching
36(1)
Students with Exceptionalities
37(6)
Inclusion
37(1)
Students with Mild-to-Moderate Disabilities
38(1)
Teachers' Roles in Working with Students Having Exceptionalities
39(1)
Working with Students with Exceptionalities: Support for Classroom Teachers
40(1)
Adapting Instruction for Students with Exceptionalities
41(1)
Technology As a Tool for Inclusion
42(1)
Capitalizing on Cultural Diversity
43(6)
Multicultural Education: The Challenge
44(1)
Theories of Minority Achievement
44(3)
Culturally Responsive Teaching
47(2)
Language Diversity
49(3)
English Dialects
50(1)
Bilingual Programs
51(1)
At-Risk Students: Teaching the Children of Poverty
52(4)
At-Risk Students: Understanding the Problem
52(2)
Resiliency: Capitalizing on Student Strengths
54(1)
Teaching At-Risk Students
54(2)
Motivation: The Need for Challenge
56(1)
Summary
56(1)
Important Concepts
57(1)
Reflecting on Teaching and Learning
58(1)
Discussion Questions
59(1)
Applying It in the Schools
60(2)
Chapter 3 Teacher Planning: Research and Reality
62(42)
Planning: A Functional Analysis
66(1)
Variables in Instructional Planning
67(5)
The Teacher
67(1)
Learners
68(1)
Motivation: An Integral Part of Planning
69(1)
Content
70(1)
Teaching Context
70(1)
Materials and Resources
71(1)
Time
71(1)
The Linear Rational Model: A Sequential Planning Model
72(15)
Goals: A Beginning Point for Teacher Planning
72(1)
Kinds of Goals: The Three Domains
72(2)
Long-Term Planning
74(4)
Unit Planning
78(6)
Lesson Planning
84(3)
Instructional Alignment: A Key to Learning
87(1)
Integrating the Curriculum: Interdisciplinary and Thematic Units
87(4)
An Integrated Continuum
89(1)
Designing and Implementing Integrated Units
89(2)
Research on Teacher Planning
91(3)
Planning for Diversity: Individualized Instruction
94(4)
Varying Time
94(1)
Varying Learning Objectives
95(1)
Adapting Instructional Materials
96(1)
Offering Different Learning Activities
96(1)
Technology As a Tool for Individualizing Instruction
96(2)
Summary
98(1)
Important Concepts
99(1)
Reflecting on Teaching and Learning
100(1)
Discussion Questions
101(1)
Applying It in the Schools
102(2)
Chapter 4 Learning and Teaching: A General Instructional Model
104(40)
Creating a Positive Classroom Learning Environment: A Prerequisite to Learning
107(4)
Acceptance and Caring: The Human Dimension of Teaching
108(2)
Classroom Management: Creating an Orderly Learning Environment
110(1)
Student Understanding and Valuing of Learning Tasks
110(1)
Effective Teaching and the Concept of Time
111(4)
Allocated Time: Priorities in the Curriculum
111(1)
Instructional Time: Time from a Teacher's Perspective
112(1)
Engaged Time: Time from a Learner's Perspective
113(1)
Academic Learning Time: The Role of Success
114(1)
A General Instructional Model
115(1)
Characteristics of Effective Teachers
116(8)
Teacher Attitudes
116(3)
Teacher Attitudes, Learner Diversity, and Motivation
119(1)
Effective Communication
120(4)
Organization
124(1)
The General Instructional Model: Effective Lesson Beginnings
124(3)
Introductory Review
124(1)
Introductory Focus
125(2)
Developing the Lesson
127(7)
Representing Content: Making Abstract Ideas Concrete
128(1)
Representing Content: Accommodating Learner Diversity
128(1)
Effective Content Representations: Utilizing Technology
129(2)
Involving Students in Learning
131(1)
Practice and Feedback
131(3)
Ending Lessons Effectively
134(2)
Review and Closure
134(1)
Assessment
135(1)
Summary
136(1)
Important Concepts
137(1)
Reflecting on Teaching and Learning
137(2)
Discussion Questions
139(1)
Applying It in the Schools
140(4)
Chapter 5 Involving Students in Learning
144(34)
Learner Involvement: A Key to Learning and Motivation
151(1)
Increasing Learner Involvement: Teacher Questioning
151(1)
Functions of Teacher Questions
152(1)
Assessing Current Understanding
152(1)
Increasing Learner Motivation
152(1)
Guiding New Learning
153(1)
Questions: The Student's Perspective
153(1)
Elements of Effective Questioning
154(13)
Questioning Frequency
155(1)
Equitable Distribution
156(1)
Prompting
157(3)
Repetition for Emphasis
160(1)
Wait Time
161(1)
Effective Questioning: Engaging Diverse Learners
162(1)
Effective Questioning: Increasing Learner Motivation
162(3)
Classroom Questions: Additional Factors Influencing Effectiveness
165(7)
High-Level versus Low-Level Questions
165(1)
Bloom's Taxonomy: A Sequential Questioning Strategy
166(4)
Strategic Questioning: Selecting Students
170(1)
Call-Outs
171(1)
Choral Responses
171(1)
Summary
172(1)
Important Concepts
173(1)
Reflecting on Teaching and Learning
173(2)
Discussion Questions
175(1)
Applying It in the Schools
176(2)
Chapter 6 Learner-Centered Instruction: Constructivist Approaches to Teaching
178(27)
Constructivism: A View of Learning
184(1)
Characteristics of Constructivism
184(5)
Learners Construct Understanding
185(1)
New Learning Depends on Current Understanding
186(1)
Learning is Facilitated by Social Interaction
186(1)
Authentic Tasks Promote Learning
187(1)
Constructivism and Learner Motivation
188(1)
Misconceptions about Constructivism
188(1)
Planning Constructivist Learning Activities
189(3)
Planning Based on Constructivism: Multiple Representations of Content
190(1)
Databases: Using Computers to Organize Data and Construct Knowledge
190(2)
Conducting Constructivist Learning Activities
192(2)
Using Groupwork to Facilitate Social Interaction
194(5)
Student Collaboration
195(1)
Organizing and Conducting Groupwork Activities
196(1)
Working in Pairs: Introducing Groupwork
197(1)
Working with Larger Groups
197(1)
Combining Pairs
197(2)
Groupwork with Higher-Level Tasks
199(1)
Summary
199(1)
Important Concepts
200(1)
Reflecting on Teaching and Learning
201(2)
Discussion Questions
203(1)
Applying It in the Schools
203(2)
Chapter 7 Learning and Teaching Concepts
205(26)
Understanding Concepts
208(5)
Concepts: Characteristics and Prototypes
209(1)
Representing Concepts: Examples and Nonexamples
209(3)
Making Concepts Meaningful: Superordinate, Coordinate, and Subordinate Concepts
212(1)
Planning for Concept Learning and Teaching
213(1)
The Essential Role of Examples
214(1)
Teaching Concepts: Actively Involving Students in Learning
214(7)
Deductive Concept Teaching: A Teacher-Centered Approach
215(1)
Inductive Concept Teaching: A Learner-Centered Approach
216(1)
A Comparison of Deductive and Inductive Approaches to Concept Teaching
217(3)
Spontaneous Concept Teaching
220(1)
Relationships among Concepts: Generalizations, Principles, and Academic Rules
221(2)
Teaching Generalizations, Principles, and Academic Rules
222(1)
Accommodating Diversity in Concept Learning and Teaching
223(3)
Utilizing Technology in Concept Learning: Representing Topics
225(1)
Summary
226(1)
Important Concepts
226(1)
Reflecting on Teaching and Learning
227(2)
Discussion Questions
229(1)
Applying It in the Schools
230(1)
Chapter 8 Capitalizing on Social Interaction
231(34)
Social Interaction: Theoretical Perspectives
233(1)
Cooperative Learning
233(16)
Cooperative Learning: The Essential Components
234(1)
Cooperative Learning: Getting Started
235(3)
STAD: Student Teams-Achievement Divisions
238(3)
Jigsaw II
241(3)
Group Investigation
244(2)
Computer-Mediated Communication: Using Technology to Facilitate Student Interaction
246(1)
Using Cooperative Learning to Capitalize on Diversity
247(2)
Discussions
249(7)
Using Discussions to Promote Student Growth
250(1)
Promoting Cognitive Growth with Discussions: Planning
250(3)
Promoting Cognitive Growth with Discussions: Implementation
253(1)
Affective Discussions: Promoting Ethical and Moral Growth
254(2)
Peer Tutoring: Students As Resources
256(4)
Research on Peer Tutoring
257(1)
A Basic Peer Tutoring Model
258(1)
Planning for Peer Tutoring
258(1)
Implementing Peer Tutoring Activities
259(1)
Summary
260(1)
Important Concepts
261(1)
Reflecting on Teaching and Learning
261(2)
Discussion Questions
263(1)
Applying It in the Schools
263(2)
Chapter 9 Direct Instruction: Teacher-Centered Strategies
265(38)
Direct Instruction: The Research Base
266(1)
Skills Instruction
267(4)
Skills in the School Curriculum
267(1)
Changes in Teaching Skills
268(1)
Understanding Skills
268(1)
Goals of Skills Instruction
269(2)
Planning for Skills Instruction
271(1)
Teaching Skills
271(3)
The Zone of Proximal Development: The Importance of Diagnosis
271(2)
Dealing with Diversity: The Importance of Background Knowledge Scaffolding: Providing Instructional Support
273(1)
A Skills Model
274(10)
Phase 1: Introduction
275(2)
Phase 2: Explanation and Modeling
277(1)
Phase 3: Teacher-Directed Practice
278(2)
The Motivational Benefits of Effective Feedback
280(1)
Phase 4: Independent Practice
281(2)
Phase 5: Extended Practice
283(1)
Lecture Discussions: Teacher-Centered Strategies for Involving Students
284(13)
Organized Bodies of Knowledge: Integrating Facts, Concepts, and Generalizations
286(1)
Problems with Standard Lectures
287(1)
Lecture Discussions: Planning
288(2)
The Lecture Discussion Cycle: The Building Blocks of the Lesson
290(2)
Linking Cycles
292(3)
Lecture Discussions: The Total Lesson
295(2)
Summary
297(1)
Important Concepts
298(1)
Reflecting on Teaching and Learning
298(2)
Discussion Questions
300(1)
Applying It in the Schools
301(2)
Chapter 10 Teaching for Higher-Level Outcomes
303(27)
Problem Solving
307(9)
Well-Defined and III-Defined Problems
308(1)
A Problem-Solving Model
308(3)
Helping Learners Become Better Problem Solvers
311(3)
Technology As a Tool for Teaching Problem Solving
314(2)
Inquiry Strategies
316(6)
Defining the Problem
317(1)
Forming Hypotheses
318(1)
Gathering Data
319(1)
Assessing Hypotheses
320(1)
Generalizing
321(1)
Critical Thinking
322(3)
Knowledge of Content
322(1)
Basic Processes
322(2)
Metacognition
324(1)
Attitudes and Dispositions
324(1)
Summary
325(1)
Important Concepts
325(1)
Reflecting on Teaching and Learning
325(3)
Discussion Questions
328(1)
Applying It in the Schools
328(2)
Chapter 11 Classroom Management
330(36)
Classroom Management: A Definition
332(4)
Management Goals: Learning and Self-Regulation
333(1)
Management and Motivation: Creating Responsibility-Oriented Classrooms
334(1)
Management: A Historical Perspective
334(2)
Planning for Classroom Management
336(8)
Student Developmental Characteristics
337(1)
The Physical Environment
337(3)
Classroom Rules: Establishing Standards for Behavior
340(3)
Procedures: Creating an Efficient Learning Environment
343(1)
Implementing Management Plans
344(9)
Implementing Plans: The First Ten Days
345(3)
Involving Parents
348(1)
Diversity: Challenges to Home-School Communication
348(2)
The Relationship between Management and Instruction
350(3)
Classroom Management: Situational Variables
353(1)
Management Interventions
353(7)
Defining Misbehavior
354(1)
Causes of Misbehavior
354(1)
Effective Management: Matching the Intervention with the Misbehavior
355(2)
Management Interventions: Systematically Applying Consequences
357(1)
Dealing with Individual Problems
357(2)
Serious Management Problems: Violence and Aggression
359(1)
Summary
360(1)
Important Concepts
361(1)
Reflecting on Teaching and Learning
361(2)
Discussion Questions
363(1)
Applying It in the Schools
363(3)
Chapter 12 Assessing Learner Understanding
366(36)
Classroom Assessment
368(4)
Measurement and Evaluation
368(1)
Functions of an Assessment System
368(1)
Characteristics of Effective Assessment
369(1)
Teachers' Assessment Patterns
370(2)
Using Traditional Assessment Practices to Promote Learning
372(7)
Preparing Students
374(2)
Administering Tests
376(1)
Examining Results
377(1)
Research on Classroom Testing: Implications for Teachers
378(1)
Authentic Assessment
379(3)
Performance Assessment
379(2)
Portfolio Assessment
381(1)
Accomodating Diversity: Reducing Bias in Assessment
382(1)
Providing Practice with Test-Taking
382(1)
Teaching Test-Taking Strategies
382(1)
Use of Language in Items
383(1)
Making Provisions for Non-Native English Speakers
383(1)
Designing an Assessment System
383(10)
Grades and Grading
384(2)
Communication
386(7)
Using Technology in Assessment
393(3)
Planning and Constructing Tests
393(1)
Analyzing Test Data
394(2)
Maintaining Student Records
396(1)
Summary
396(1)
Important Concepts
397(1)
Reflecting on Teaching and Learning
398(2)
Discussion Questions
400(1)
Applying It in the Schools
401(1)
Technology Appendix402(6)
Books on Technology402(2)
Magazines and Journals404(1)
The Internet405(1)
Software406(2)
References408(18)
Author Index426(3)
Subject Index429

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