What really works in special and inclusive education: using evidence-based teaching strategies
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London
Routledge
2014
|
| Ausgabe: | Second edition |
| Schlagworte: | |
| Beschreibung: | Includes bibliographical references and index Machine generated contents note: ch. 1 Introduction -- ch. 2 A learning and teaching model -- ch. 3 Strategy 1: Cooperative group teaching: 'Help learners to learn from each other' -- ch. 4 Strategy 2: Peer tutoring and peer influences: 'Utilize peers to teach and support each other' -- ch. 5 Strategy 3: Social skills training: 'Teach learners how to positively interact with others' -- ch. 6 Strategy 4: Collaborative teaching: 'Become an effective team player' -- ch. 7 Strategy 5: Parent involvement and support: 'Respect families' rights, skills and needs' -- ch. 8 Strategy 6: Cognitive strategy instruction: 'Teach learners ways of thinking' -- ch. 9 Strategy 7: Self-regulated learning: 'Help learners take control of their own learning' -- ch. 10 Strategy 8: Memory strategies: 'Help learners to remember important information' -- ch. 11 Strategy 9: Review and practice: 'Practice makes perfect' -- ch. 12 Strategy 10: Reciprocal teaching: 'Help learners understand what they read' Contents note continued: ch. 13 Strategy 11: Behavioural approaches: 'Control antecedents and consequences to change behaviours' -- ch. 14 Strategy 12: Functional behavioural assessment: 'Change problem behaviours by changing their antecedents and consequences' -- ch. 15 Strategy 13: Cognitive behavioural therapy: 'Help learners change their negative thinking' -- ch. 16 Strategy 14: Direct instruction: 'Make lessons highly structured, briskly paced and successful' -- ch. 17 Strategy 15: Formative assessment and feedback: 'Regularly check and inform learners of their progress' -- ch. 18 Strategy 16: Assistive technology: 'Enhance learners' skills' -- ch. 19 Strategy 17: Augmentative and alternative communication: 'Utilize all means to develop communication skills' -- ch. 20 Strategy 18: Phonological awareness and phonological processing: 'Use a sound reading strategy' Contents note continued: ch. 21 Strategy 19: Quality of the indoor physical environment: 'Provide a physical environment that enables learning' -- ch. 22 Strategy 20: Universal design for learning: 'Ensure all learners always have access to all aspects of learning' -- ch. 23 Strategy 21: Response to intervention: 'Employ a gradation of evidence-based interventions to take account of the extent of individual needs' -- ch. 24 Strategy 22: Classroom climate: 'Create a safe, positive and motivating classroom environment' -- ch. 25 Strategy 23: School-wide strategies: 'Create a multi-tiered system to prevent or minimize problem behaviours' -- 23.1. School culture -- 23.2. School-wide positive behaviour support -- 23.3. Success for all -- ch. 26 Strategy 24: Inter-agency cooperation: 'Move from fragmented to coordinated services' -- 24.1. Wraparound intervention -- 24.2. Full-service schools -- ch. 27 Strategy 25: Inclusive education: 'Adapt the classroom programme to suit all learners' Contents note continued: ch. 28 Strategy 26: Case study of an education system: Finland -- ch. 29 Strategy 27: Opportunities to learn: 'Provide sufficient quantity and quality of time for learning' As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective |
| Beschreibung: | xiv, 347 pages |
| ISBN: | 1136253432 9781136253430 9780203105313 0203105311 9781136253447 1136253440 |
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| 100 | 1 | |a Mitchell, David R. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a What really works in special and inclusive education |b using evidence-based teaching strategies |c David Mitchell |
| 250 | |a Second edition | ||
| 264 | 1 | |a London |b Routledge |c 2014 | |
| 300 | |a xiv, 347 pages | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
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| 500 | |a Includes bibliographical references and index | ||
| 500 | |a Machine generated contents note: ch. 1 Introduction -- ch. 2 A learning and teaching model -- ch. 3 Strategy 1: Cooperative group teaching: 'Help learners to learn from each other' -- ch. 4 Strategy 2: Peer tutoring and peer influences: 'Utilize peers to teach and support each other' -- ch. 5 Strategy 3: Social skills training: 'Teach learners how to positively interact with others' -- ch. 6 Strategy 4: Collaborative teaching: 'Become an effective team player' -- ch. 7 Strategy 5: Parent involvement and support: 'Respect families' rights, skills and needs' -- ch. 8 Strategy 6: Cognitive strategy instruction: 'Teach learners ways of thinking' -- ch. 9 Strategy 7: Self-regulated learning: 'Help learners take control of their own learning' -- ch. 10 Strategy 8: Memory strategies: 'Help learners to remember important information' -- ch. 11 Strategy 9: Review and practice: 'Practice makes perfect' -- ch. 12 Strategy 10: Reciprocal teaching: 'Help learners understand what they read' | ||
| 500 | |a Contents note continued: ch. 13 Strategy 11: Behavioural approaches: 'Control antecedents and consequences to change behaviours' -- ch. 14 Strategy 12: Functional behavioural assessment: 'Change problem behaviours by changing their antecedents and consequences' -- ch. 15 Strategy 13: Cognitive behavioural therapy: 'Help learners change their negative thinking' -- ch. 16 Strategy 14: Direct instruction: 'Make lessons highly structured, briskly paced and successful' -- ch. 17 Strategy 15: Formative assessment and feedback: 'Regularly check and inform learners of their progress' -- ch. 18 Strategy 16: Assistive technology: 'Enhance learners' skills' -- ch. 19 Strategy 17: Augmentative and alternative communication: 'Utilize all means to develop communication skills' -- ch. 20 Strategy 18: Phonological awareness and phonological processing: 'Use a sound reading strategy' | ||
| 500 | |a Contents note continued: ch. 21 Strategy 19: Quality of the indoor physical environment: 'Provide a physical environment that enables learning' -- ch. 22 Strategy 20: Universal design for learning: 'Ensure all learners always have access to all aspects of learning' -- ch. 23 Strategy 21: Response to intervention: 'Employ a gradation of evidence-based interventions to take account of the extent of individual needs' -- ch. 24 Strategy 22: Classroom climate: 'Create a safe, positive and motivating classroom environment' -- ch. 25 Strategy 23: School-wide strategies: 'Create a multi-tiered system to prevent or minimize problem behaviours' -- 23.1. School culture -- 23.2. School-wide positive behaviour support -- 23.3. Success for all -- ch. 26 Strategy 24: Inter-agency cooperation: 'Move from fragmented to coordinated services' -- 24.1. Wraparound intervention -- 24.2. Full-service schools -- ch. 27 Strategy 25: Inclusive education: 'Adapt the classroom programme to suit all learners' | ||
| 500 | |a Contents note continued: ch. 28 Strategy 26: Case study of an education system: Finland -- ch. 29 Strategy 27: Opportunities to learn: 'Provide sufficient quantity and quality of time for learning' | ||
| 500 | |a As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective | ||
| 650 | 7 | |a EDUCATION / Administration / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a Classroom management |2 fast | |
| 650 | 7 | |a Inclusive education |2 fast | |
| 650 | 7 | |a Special education |2 fast | |
| 650 | 7 | |a Teaching |2 fast | |
| 650 | 4 | |a Special education | |
| 650 | 4 | |a Inclusive education | |
| 650 | 4 | |a Classroom management | |
| 650 | 4 | |a Teaching | |
| 650 | 0 | 7 | |a Integrativer Unterricht |0 (DE-588)4138728-4 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Schüler |0 (DE-588)4053369-4 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Behinderung |0 (DE-588)4112696-8 |2 gnd |9 rswk-swf |
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| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Mitchell, David |t What really works in special and inclusive education |b Second edition |d London ; New York : Routledge, 2014 |z 9780415623223 |
| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029759327 | ||
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Datensatz im Suchindex
| _version_ | 1804177601072201728 |
|---|---|
| any_adam_object | |
| author | Mitchell, David R. |
| author_facet | Mitchell, David R. |
| author_role | aut |
| author_sort | Mitchell, David R. |
| author_variant | d r m dr drm |
| building | Verbundindex |
| bvnumber | BV044356695 |
| classification_rvk | DT 1420 |
| collection | ZDB-4-NLEBK |
| ctrlnum | (ZDB-4-NLEBK)ocn872700855 (OCoLC)872700855 (DE-599)BVBBV044356695 |
| dewey-full | 371.9 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9 |
| dewey-search | 371.9 |
| dewey-sort | 3371.9 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Second edition |
| format | Electronic eBook |
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| id | DE-604.BV044356695 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:50:40Z |
| institution | BVB |
| isbn | 1136253432 9781136253430 9780203105313 0203105311 9781136253447 1136253440 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029759327 |
| oclc_num | 872700855 |
| open_access_boolean | |
| physical | xiv, 347 pages |
| psigel | ZDB-4-NLEBK |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Routledge |
| record_format | marc |
| spelling | Mitchell, David R. Verfasser aut What really works in special and inclusive education using evidence-based teaching strategies David Mitchell Second edition London Routledge 2014 xiv, 347 pages txt rdacontent c rdamedia cr rdacarrier Includes bibliographical references and index Machine generated contents note: ch. 1 Introduction -- ch. 2 A learning and teaching model -- ch. 3 Strategy 1: Cooperative group teaching: 'Help learners to learn from each other' -- ch. 4 Strategy 2: Peer tutoring and peer influences: 'Utilize peers to teach and support each other' -- ch. 5 Strategy 3: Social skills training: 'Teach learners how to positively interact with others' -- ch. 6 Strategy 4: Collaborative teaching: 'Become an effective team player' -- ch. 7 Strategy 5: Parent involvement and support: 'Respect families' rights, skills and needs' -- ch. 8 Strategy 6: Cognitive strategy instruction: 'Teach learners ways of thinking' -- ch. 9 Strategy 7: Self-regulated learning: 'Help learners take control of their own learning' -- ch. 10 Strategy 8: Memory strategies: 'Help learners to remember important information' -- ch. 11 Strategy 9: Review and practice: 'Practice makes perfect' -- ch. 12 Strategy 10: Reciprocal teaching: 'Help learners understand what they read' Contents note continued: ch. 13 Strategy 11: Behavioural approaches: 'Control antecedents and consequences to change behaviours' -- ch. 14 Strategy 12: Functional behavioural assessment: 'Change problem behaviours by changing their antecedents and consequences' -- ch. 15 Strategy 13: Cognitive behavioural therapy: 'Help learners change their negative thinking' -- ch. 16 Strategy 14: Direct instruction: 'Make lessons highly structured, briskly paced and successful' -- ch. 17 Strategy 15: Formative assessment and feedback: 'Regularly check and inform learners of their progress' -- ch. 18 Strategy 16: Assistive technology: 'Enhance learners' skills' -- ch. 19 Strategy 17: Augmentative and alternative communication: 'Utilize all means to develop communication skills' -- ch. 20 Strategy 18: Phonological awareness and phonological processing: 'Use a sound reading strategy' Contents note continued: ch. 21 Strategy 19: Quality of the indoor physical environment: 'Provide a physical environment that enables learning' -- ch. 22 Strategy 20: Universal design for learning: 'Ensure all learners always have access to all aspects of learning' -- ch. 23 Strategy 21: Response to intervention: 'Employ a gradation of evidence-based interventions to take account of the extent of individual needs' -- ch. 24 Strategy 22: Classroom climate: 'Create a safe, positive and motivating classroom environment' -- ch. 25 Strategy 23: School-wide strategies: 'Create a multi-tiered system to prevent or minimize problem behaviours' -- 23.1. School culture -- 23.2. School-wide positive behaviour support -- 23.3. Success for all -- ch. 26 Strategy 24: Inter-agency cooperation: 'Move from fragmented to coordinated services' -- 24.1. Wraparound intervention -- 24.2. Full-service schools -- ch. 27 Strategy 25: Inclusive education: 'Adapt the classroom programme to suit all learners' Contents note continued: ch. 28 Strategy 26: Case study of an education system: Finland -- ch. 29 Strategy 27: Opportunities to learn: 'Provide sufficient quantity and quality of time for learning' As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Classroom management fast Inclusive education fast Special education fast Teaching fast Special education Inclusive education Classroom management Teaching Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Integrativer Unterricht (DE-588)4138728-4 s 1\p DE-604 Erscheint auch als Druck-Ausgabe Mitchell, David What really works in special and inclusive education Second edition London ; New York : Routledge, 2014 9780415623223 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Mitchell, David R. What really works in special and inclusive education using evidence-based teaching strategies EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Classroom management fast Inclusive education fast Special education fast Teaching fast Special education Inclusive education Classroom management Teaching Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd Behinderung (DE-588)4112696-8 gnd |
| subject_GND | (DE-588)4138728-4 (DE-588)4053369-4 (DE-588)4112696-8 |
| title | What really works in special and inclusive education using evidence-based teaching strategies |
| title_auth | What really works in special and inclusive education using evidence-based teaching strategies |
| title_exact_search | What really works in special and inclusive education using evidence-based teaching strategies |
| title_full | What really works in special and inclusive education using evidence-based teaching strategies David Mitchell |
| title_fullStr | What really works in special and inclusive education using evidence-based teaching strategies David Mitchell |
| title_full_unstemmed | What really works in special and inclusive education using evidence-based teaching strategies David Mitchell |
| title_short | What really works in special and inclusive education |
| title_sort | what really works in special and inclusive education using evidence based teaching strategies |
| title_sub | using evidence-based teaching strategies |
| topic | EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Classroom management fast Inclusive education fast Special education fast Teaching fast Special education Inclusive education Classroom management Teaching Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd Behinderung (DE-588)4112696-8 gnd |
| topic_facet | EDUCATION / Administration / General EDUCATION / Organizations & Institutions Classroom management Inclusive education Special education Teaching Integrativer Unterricht Schüler Behinderung |
| work_keys_str_mv | AT mitchelldavidr whatreallyworksinspecialandinclusiveeducationusingevidencebasedteachingstrategies |