Educational psychology: A realistic approach

Education & Teaching

Good, Thomas L.

Schools & Teaching

HOLT. RINEHART AND WINSTON

Becoming an Effective Reading Teacher

Robinson,Richard

Harpercollins College Div

Looking in Classrooms provides a class-tested overview of the most effective teaching methods -- both qualitative and quantitative. Grounded in research, it emphasizes teacher self-improvement, decision-making skills, and reflective teaching.

Looking in classrooms

Harper&Row

This classic book provides a balanced, research-based overview of the most effective teaching methods and guides teachers to select appropriate methods by intelligent observation in their classrooms.  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. This book represents state-of-the-art research reviews in several areas including student motivation, classroom instruction and student learning, classroom management, and adapting instruction to the needs of individual students.  K-12 educators, administrators, and superintendents.

Looking in Classrooms

HarperCollins, Publishers

Addison-Wesley Publishing Comp

Brophy, Jere E.

Allyn&Bacon

“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: <ul>
<li>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. </li>
<li>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. </li>
<li>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. </li>
<li>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.</li> </ul>

Looking in Classrooms (10th Edition)

Pearson

Teacher and Student Evaluation: Moving Beyond the Failure of School Reform

Following the recent major school reform of Race to the Top, schools, teachers, and students are increasingly evaluated through high-stakes achievement test scores. In six concise chapters, Teacher and Student Evaluation explores the historical rise and modern landscape of accountability in American education, and the current models of teacher evaluation. The authors provide realistic and useful suggestions for responding to current accountability demands. The authors explore the methodological concerns and policy implications of using value-added and observational measures to make high-stakes decisions. After reaching the conclusion that these contemporary evaluation practices are flawed, Alyson Lavigne and Thomas Good offer possible solutions that inform current and future teacher evaluation. This book is a valuable resource for students of educational assessment as well as policy makers, administrators, and teachers who are currently building accountability plans. The book is written in an accessible but authoritative fashion that practitioners, policymakers, and scholars will find useful.

Science & Math

LaVigne, Alyson Leah

Behavioral Sciences

Routledge

Book by McCaslin, Mary M., Thompson, Mary McCaslin, Good, Thomas L.

Listening in Classrooms

McCaslin, Mary M.

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Books by Good, Thomas L.