Looking in classrooms

著者

書誌事項

Looking in classrooms

Thomas L. Good, Jere E. Brophy

Pearson/Allyn and Bacon Publishers, c2008

10th ed

  • : pbk

大学図書館所蔵 件 / 全9件

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注記

Includes bibliographical references (p. 449-488) and indexes

内容説明・目次

内容説明

"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 book 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 book also provides useful information about how to use quantitative and qualitative observational techniques for describing and improving instruction. 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.

目次

PREFACE. 1. CLASSROOM LIFE Action-System Knowledge Analysis of the Class Discussion Learning to Analyze Classrooms Effective Teaching Increasing Teacher Awareness Through Classroom Observation Classrooms are Complex Teachers' Awareness of their Classroom Behavior Benefits of Classroom Observation Observational Records Dangers of Interpretation Case Study Techniques Simplifying the Observational Task Reliability of Observations General Plan for Observing in Classrooms Using Research and Observational Feedback Teachers as Decision Makers Summary Suggested Activities and Questions 2. TEACHER EXPECTATIONS Two Types of Teacher Expectation Effects How Expectations Become Self-Fulfilling Brophy and Good's Model Practice Examples Analysis of Examples How Teachers Form Expectations How Teachers Communicate Expectations to Students Students' Perceptions of Differential Teacher Treatment Factors that Effect Expectation Communication Group, Class, and School Expectation Effects Expectation Effects on Students' Personal and Social Development Making Expectations Work for You Conclusion Suggested Activities and Questions 3. MANAGEMENT I: PREVENTING PROBLEMS Management Research Classroom Vignettes Student Role Classroom Examples Essential Teacher Attitudes The Teacher as a Model General Management Principles Management as Motivation and Problem Prevention Getting the School Year Off to a Good Start Maintaining an Effective Learning Environment Getting and Holding Attention Independent Work Self-Regulated Management Expanded Conceptions of Teaching and Management Managing Small-Group Learning Summary Suggested Activities and Questions 4. MANAGEMENT II: COPING WITH PROBLEMS EFFECTIVELY Classroom Vignettes What Management Problems Do Teachers Face? Dealing with Minor Inattention and Misbehavior Dealing with Prolonged or Disruptive Misbehavior Conflict Resolution Punishment Choosing Your Role Teachers as Socialization Agents Coping with Serious Adjustment Problems Analyzing Problem Behavior Other Approaches to Classroom Management Bearing the Unbearable Summary Suggested Activities and Questions 5. MOTIVATION Strategies for Motivating Students Basic Motivational Concepts Expectancy x Value Model of Motivation Essential Preconditions for Successful Use of Motivational Strategies Motivating by Maintaining Success Expectations Inducing Students to Value Learning Activities Strategies for Supplying Extrinsic Motivation Strategies for Capitalizing on Students' Intrinsic Motivation Strategies for Stimulating Student Motivation to Learn Summary Suggested Activities and Questions 6. STUDENTS' INTERACTIONS WITH ONE ANOTHER Educational Excellence and Equity Between-Class Grouping (Tracking) Within-Class Ability Grouping Cooperative Learning Research on Cooperative Learning Methods Limitations of Findings on Small-Group Learning Potential Advantages and Disadvantages of Cooperative Groups Conclusions from Research on Cooperative Learning Implementation Guidelines: Cooperative Learning Providing Opportunity for Self-Evaluation Arranging Tutorial Assistance for Students Learning in Dyads Implementation Guidelines: Peer Tutoring Summary Suggested Activities and Questions 7. ADDRESSING HETEROGENITY IN LEARNING ABILITY AND ACHIEVEMENT PROGRESS A Heterogeneous Classroom Toward the Inclusive Classroom Helping Struggling Students to Succeed: A Historical and Research-Based Perspective Mastery Learning Differentiated Instruction Curriculum-Based Measurement General Principles for Differentiating Instruction Independent Work and Learning Centers Summary Suggested Activities and Questions 8. AFFIRMING THE CULTURES AND SUPPORTING ACHIEVEMENTS OF DIVERSE STUDENTS Vignette Introduction Toward Culturally Responsive Teaching Teaching English Language Learners Teaching in Urban Schools Cultivate Parent Involvement Personalizing in Response to Individual Differences Gender Differences Learning Style Differences Accommodating Students' Personal Characteristics Summary Suggested Activities and Questions 9. TEACHING WORTHWHILE CONTENT FOR UNDERSTANDING APPRECIATION AND APPLICATION Sources of Curriculum Content Selection and Representation Teaching for Understanding, Appreciation, and Application of Knowledge Knowledge Networks Teach Important Content in Depth Focus on Powerful Ideas Authentic Activities Teaching for Understanding: Subject-Specific Examples Keep the Goals in Sight Teaching for Understanding in an Era of High-Stakes Testing So What Can You Do in the Meantime? Summary Suggested Activities and Questions 10. ACTIVE TEACHING Instructional Methods As Means To Accomplish Curricular Goals Research Relating Teacher Behavior To Student Learning Presenting Information to Students Developing Understandings through Interactive Discourse Structuring and Scaffolding Activities and Assignments Summary Suggested Activities and Questions 11. HELPING STUDENTS TO CONSTRUCT USABLE KNOWLEDGE Basic Constructivist Principles Social Constructivist Views of Learning and Teaching Sociocultural Views of Learning and Teaching Subject-Specific Variations on Basic Instructional Models Constructivist Teaching: Appealing But Difficult Blending Information Presentation with Social Construction of Knowledge Conclusions About Constructivist Teaching Matching Teaching Methods to Learning Goals Matching Teaching Methods to Learning Goals Using Research to Inform Your Teaching Suggested Activities and Questions 12. ASSESSING STUDENTS' LEARNING Introduction Essay Test Items Objective Test Items Other Forms of Objective Questions Conclusions: Types of Test Items Additional Assessment Procedures Using Rating Scales Portfolios Implications for Teachers Summary Suggested Activities and Questions 13. TECHNOLOGY AND CLASSROOM TEACHING Introduction Computer Use in the Classroom Some Helpful Technology Tools What Knowledge of Technology do Students Have? Developing Your Own Assignments to Personalize Learning Social Studies and Science Managing Technology Use Conclusion Suggested Activities and Questions 14. GROWING AS A TEACHER Classroom Vignettes Obstacles to Teacher Self-Improvement Experimenting and Improving Improving Workplace Conditions for Teaching Schools as Social Systems The Growing Importance of Staff Development In-Service on School Level Concerns Summary Suggested Activities and Questions

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