Looking in classrooms
Author(s)
Bibliographic Information
Looking in classrooms
Routledge, 2018
11th ed
- : pbk
- : hbk
Available at 3 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
-
Hiroshima University Central Library, Interlibrary Loan
: pbk375.1:G-652000481450,
: hbk375.1:G-650100603081
Note
Includes bibliographical references and index
Description and Table of Contents
Description
Looking in Classrooms uses educational, psychological, and social science theories and classroom-based research to teach future classroom teachers about the complexities and demands of classroom instruction. While maintaining the core approach of the first ten editions, the book has been thoroughly revised and updated with new research-based content on teacher evaluation, self-assessment, and decision-making; special emphases on teaching students from diverse ethnic, cultural, class, and gender-identity contexts; and rich suggestions for integrating technology into classroom instruction.
Widely considered to be the most comprehensive and authoritative source available on effective, successful teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom management, teacher expectations, teacher effectiveness, adaptive instruction for individual learners, and informative observational techniques for enhancing teaching. It addresses key topics in classroom instruction in an accessible fashion, promoting easy intepretation and transfer to practice, and articulates the roles of teacher-centered pedagogy, student-centered instruction, and project-based learning in today's classroom.
Guided by durable historical knowledge as well as dynamic, emerging conceptions of teaching, this text is ideal for undergraduate teacher training programs and for masters-level courses for teachers, administrators, and superintendents.
Table of Contents
Chapter 1: Classrooms Are Complex
Chapter 2: Analyzing and Understanding Classroom Teaching
Chapter 3: Using Classroom Observation and Conducting Case Studies to Improve Your Own Teaching
Chapter 4: Developing Appropriate Teacher Expectations for Enhancing Student Learning
Chapter 5: Management I: Preventing Problems
Chapter 6: Management II: Coping with Problems Effectively
Chapter 7: Motivation
Chapter 8: Students' Interactions with One Another
Chapter 9: Learning and Instruction in the Heterogeneous Classroom
Chapter 10: Affirming the Cultures and Supporting Achievements of Diverse Students
Chapter 11: Teaching Worthwhile Content for Understanding, Appreciation, and Application
Chapter 12: Active Teaching
Chapter 13: Helping Students to Construct Usable Knowledge
Chapter 14: Assessing Students' Learning
Chapter 15: Technology and Classroom Teaching
Chapter 16: Growing as a Teacher
by "Nielsen BookData"