How teaching happens: seminal works in teaching and teacher effectiveness and what they mean in practice
Gespeichert in:
| Hauptverfasser: | , , |
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| Weitere Verfasser: | |
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge
2022
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xix, 353 Seiten Illustrationen, Diagramme |
| ISBN: | 9781032132075 9781032132082 |
Internformat
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Datensatz im Suchindex
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| adam_text | CONTENTS Contents Preface : How Teaching Happens xiii SECTION 1 Teacher Effectiveness, Development, and Growth 1 1 An Experienced Teacher * An Expert Teacher: David Berliner on Teacher Expertise 2 Those Who Understand, Teach: Lee Shulman on Knowledge Growth in Teachers 3 13 3 Teachers are Made, Not Born: Linda Darling-Hammond on Teacher Training 23 4 The Death of the Teacher?: Jere Brophy and Thomas Good on Teacher Behaviour 35 5 I Think, Therefore I Teach: Daniel Muijs and Colleagues on Teacher Effectiveness 47 б When Thinking and Acting Become One: Donald Schön on Reflective Practice 59 SECTION 2 Curriculum Development/Instructional Design 7 It’s All About Alignment: John Biggs on Constructive Alignment 69 71 8 Pebble in the Pond: Μ. David Merrill and Jeroen van Merriënboer on Instructional Design 81 9 How to Tell the Story of an Idea: Jerome Bruner on Representing Knowledge 93 10 If you Don t Know Where You re Going, You Might Wind Up Someplace Else: Robert Mager on Lesson Objectives 103 ix
CONTENTS SECTION 3 Teaching Techniques 115 There’s No Such Thing as a Child Who Can t Be Taught: Siegfried Engelmann on Direct Instruction и 12 13 Burning the Strawman: Barak Rosenshine on Explicit Instruction 117 129 Make Something of What You’ve Learnt: Logan Fiorella Richard Mayer on Ways to Generate Learning 141 14 Learning: No Pain, No Gain: Robert Bjork on Desirable Difficulties 151 15 Step for Step: Robert Atkinson and Colleagues on Examples I63 SECTION 4 Pedagogical Content Knowledge 16 Why You Can’t Teach What You Don t Know: Lee Schulman on Teacher Knowledge 17 175 177 Mathematical Knowledge for Teaching: Heather Hill, Deborah Hall and Colleagues on Mathematics PCK 187 18 The Science of Science Teaching: Jan Van Driel and Colleagues on Science PCK 197 19 Three Chords and the Truth: Pamela Grossman and Lee Shulman on PCK and English 207 20 How Should We Teach Reading? : Anne Castles and Colleagues on the Science of Reading 217 21 Why Technology Should Be the Servant Not the Master: Matthew Koehler and Punya Mishra on PCK and Technology 229 SECTION 5 In the Classroom 239 22 To Thine Own Self Be True” : The Authentic Teacher: Pedro De Bruyckere Paul A. Kirschner on Teacher Authenticity 23 Relationships Matter: Theo Wubbels Mieke Brekelmans on the Importance of Relationships 24 Why Relationships Matter: Robert Marzano on Classroom Management X 241 251 265
CONTENTS 25 Teachers as Intelligent Consumers: Berliner on Classroom Management 275 SECTION б Assessment 285 26 The Many Faces and Uses of Assessment: Benjamin Bloom and Colleagues on Different Types of Evaluation 287 27 When Testing Kills Learning: John Biggs on Constructive Alignment 299 28 Don’t Ask Questions That Don t Require Understanding to Answer: Richard Anderson on Test Design 309 29 Why Teaching to the Test Is So Bad: Daniel Koretz on Grade Inflation 319 30 Hocus-Pocus Teacher Education: NCTQ on What Teachers Don t Learn in School 329 Glossary Index 343 351 xi
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| adam_txt |
CONTENTS Contents Preface : How Teaching Happens xiii SECTION 1 Teacher Effectiveness, Development, and Growth 1 1 An Experienced Teacher * An Expert Teacher: David Berliner on Teacher Expertise 2 Those Who Understand, Teach: Lee Shulman on Knowledge Growth in Teachers 3 13 3 Teachers are Made, Not Born: Linda Darling-Hammond on Teacher Training 23 4 The Death of the Teacher?: Jere Brophy and Thomas Good on Teacher Behaviour 35 5 I Think, Therefore I Teach: Daniel Muijs and Colleagues on Teacher Effectiveness 47 б When Thinking and Acting Become One: Donald Schön on Reflective Practice 59 SECTION 2 Curriculum Development/Instructional Design 7 It’s All About Alignment: John Biggs on Constructive Alignment 69 71 8 Pebble in the Pond: Μ. David Merrill and Jeroen van Merriënboer on Instructional Design 81 9 How to Tell the Story of an Idea: Jerome Bruner on Representing Knowledge 93 10 If you Don't Know Where You're Going, You Might Wind Up Someplace Else: Robert Mager on Lesson Objectives 103 ix
CONTENTS SECTION 3 Teaching Techniques 115 There’s No Such Thing as a Child Who Can't Be Taught: Siegfried Engelmann on Direct Instruction и 12 13 Burning the Strawman: Barak Rosenshine on Explicit Instruction 117 129 Make Something of What You’ve Learnt: Logan Fiorella Richard Mayer on Ways to Generate Learning 141 14 Learning: No Pain, No Gain: Robert Bjork on Desirable Difficulties 151 15 Step for Step: Robert Atkinson and Colleagues on Examples I63 SECTION 4 Pedagogical Content Knowledge 16 Why You Can’t Teach What You Don't Know: Lee Schulman on Teacher Knowledge 17 175 177 Mathematical Knowledge for Teaching: Heather Hill, Deborah Hall and Colleagues on Mathematics PCK 187 18 The Science of Science Teaching: Jan Van Driel and Colleagues on Science PCK 197 19 Three Chords and the Truth: Pamela Grossman and Lee Shulman on PCK and English 207 20 How Should We Teach Reading? : Anne Castles and Colleagues on the Science of Reading 217 21 Why Technology Should Be the Servant Not the Master: Matthew Koehler and Punya Mishra on PCK and Technology 229 SECTION 5 In the Classroom 239 22 "To Thine Own Self Be True” : The Authentic Teacher: Pedro De Bruyckere Paul A. Kirschner on Teacher Authenticity 23 Relationships Matter: Theo Wubbels Mieke Brekelmans on the Importance of Relationships 24 Why Relationships Matter: Robert Marzano on Classroom Management X 241 251 265
CONTENTS 25 Teachers as Intelligent Consumers: Berliner on Classroom Management 275 SECTION б Assessment 285 26 The Many Faces and Uses of Assessment: Benjamin Bloom and Colleagues on Different Types of Evaluation 287 27 When Testing Kills Learning: John Biggs on Constructive Alignment 299 28 Don’t Ask Questions That Don't Require Understanding to Answer: Richard Anderson on Test Design 309 29 Why Teaching to the Test Is So Bad: Daniel Koretz on Grade Inflation 319 30 Hocus-Pocus Teacher Education: NCTQ on What Teachers Don't Learn in School 329 Glossary Index 343 351 xi |
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| isbn | 9781032132075 9781032132082 |
| language | English |
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| spelling | Kirschner, Paul Arthur 1951- Verfasser (DE-588)133915050 aut How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice Paul A. Kirschner, Carl Hendrick and Jim Heal ; illustrated by Oliver Caviglioli London ; New York Routledge 2022 xix, 353 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Lernen (DE-588)4035408-8 gnd rswk-swf Lernen (DE-588)4035408-8 s Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Hendrick, Carl Verfasser (DE-588)1217737243 aut Heal, Jim Verfasser aut Caviglioli, Oliver (DE-588)1169342221 ill Erscheint auch als Online-Ausgabe, PDF 978-1-000-61371-1 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033974359&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Kirschner, Paul Arthur 1951- Hendrick, Carl Heal, Jim How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice Pädagogische Psychologie (DE-588)4044321-8 gnd Lernen (DE-588)4035408-8 gnd |
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| title | How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice |
| title_auth | How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice |
| title_exact_search | How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice |
| title_exact_search_txtP | How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice |
| title_full | How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice Paul A. Kirschner, Carl Hendrick and Jim Heal ; illustrated by Oliver Caviglioli |
| title_fullStr | How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice Paul A. Kirschner, Carl Hendrick and Jim Heal ; illustrated by Oliver Caviglioli |
| title_full_unstemmed | How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice Paul A. Kirschner, Carl Hendrick and Jim Heal ; illustrated by Oliver Caviglioli |
| title_short | How teaching happens |
| title_sort | how teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice |
| title_sub | seminal works in teaching and teacher effectiveness and what they mean in practice |
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| topic_facet | Pädagogische Psychologie Lernen |
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