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Looking in Classrooms (10th Edition), by Thomas L. Good, Jere E. Brophy
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“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
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“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.
- Sales Rank: #250831 in Books
- Published on: 2007-04-23
- Original language: English
- Number of items: 1
- Dimensions: 9.13" h x .95" w x 7.48" l, 1.72 pounds
- Binding: Paperback
- 528 pages
From the Back Cover
Thomas L. Good and Jere E. Brophy
Looking in Classrooms, Tenth Edition�
ISBN: 0-205-49678-4
�
“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 text 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 text also provides useful information about how to use quantitative and qualitative observational techniques for describing and improving instruction. It has been used in undergraduate courses for teachers in training and in masters-level courses for teachers, administrators, and superintendents.
�
�
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.
Most helpful customer reviews
4 of 4 people found the following review helpful.
Hmmm...Intriguing...
By Reginald Williams
...a book on effective classroom teaching that mixes classroom management with a constructivist and classroom community approach.
Wonderful. Dewey would be so satisfied by this.
Everything else you could need is included from theory to practical vignettes to handling specific classroom issues (not just behavioral).
It could have used pictures--it didn't have any--,but we can't always have what we want.
The information is wonderful sans the pics. Please check it out!
2 of 2 people found the following review helpful.
The "Merck Manual" of Education
By Paul Chance
This is undoubtedly one of the most popular college texts on teaching; at least, it certainly should be. The authors are leading experts on educational research, and their book is a comprehensive summary of what is known about teaching. Those preparing to be teachers should study it the same way medical students pore over The Merck Manual.
The book speaks with authority on nearly all important areas of instruction. For instance, whereas many popular books and articles repeat the myth that classroom rewards undermine student interest, G&B note that the research consistently shows that praise and other rewards are very beneficial when used properly. And while many teachers believe that high expectations magically transform students, G&B make it clear that it is what teachers do, not what they expect, that helps students learn.
College texts are seldom the sort of book that people turn to for a quick, entertaining read during vacation. However, as college texts go this one is well written and interesting, and it should be read by all teachers and kept on their shelves and referred to frequently.
9 of 9 people found the following review helpful.
Comprehensive and instructive
By A Customer
This book is a comprehensive and instructive review of the major literature regarding effective classroom instructional practice. A helpful source book for all educators concerned about encouraging educators to use the research that shapes effective teaching and classroom practice.
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