Essential Evidence-Based Teaching Strategies
Springer International Publishing (Verlag)
978-3-030-96231-9 (ISBN)
This book examines evidence-based practices that facilitate effective teaching to ensure optimum educational achievement for school-age students. It identifies key strategies with extensive research evidence that confirms their effectiveness in improving student outcomes. The book offers guidelines for teachers to use in distinguishing between strategies that are evidence-based and those with little or no supporting evidence. It describes common instructional strategies often found in schools despite having little evidence to support their effectiveness. In addition, the book identifies eight key evidence-based teaching practices that can be directly implemented by classroom teachers, reviews the theoretical and research base of each of these strategies, and provides guidelines for special and general education teachers on how to apply them most effectively, with links to video examples of their use in classrooms. The text also examines common barriers to the use of evidence-based practices in schools. It explores implications for teacher education, focusing on training educators to identify and implement evidence-based strategies effectively, avoiding those lacking evidence, even if they are popular in schools.
Essential Evidence-Based Teaching Strategies is a must-have resource for researchers, professionals, and graduate students in educational psychology, child and school psychology, and social work who are interested in learning about and implementing effective teaching methods that improve student engagement and academic achievement, strengthen social-emotional learning, and reduce school dropout rates.
lt;p>Garry Hornby, Dip.Ed.Psych., Ph.D, CPsychol., FBPsS, is an Emeritus Professor of Education at the Institute of Education at the University of Plymouth in the UK. Dr. Hornby was born in England and completed a degree in physics at the University of Leeds. His first job was as a counsellor/care worker in a residential school for emotionally disturbed and intellectually disabled children in the USA. He then worked as a secondary school teacher of mathematics and science in England and New Zealand. From there, he went on teach a special class for children with moderate learning difficulties in Auckland and subsequently trained as an educational psychologist at Auckland University. Dr. Hornby worked as an educational psychologist and, then, as a teacher educator at the Auckland College of Education before returning to England. He then worked as a lecturer and researcher at the Universities of Manchester and Hull, where he obtained his Ph.D. He also worked as a consultant on special needs education for the Ministry of Education and lectured for two years at Erdiston College and the University of the West Indies in Barbados. In 2002, he moved to Christchurch, New Zealand, where he was a professor of education at the University of Canterbury for twelve years. During 2016 and 2017, he was Director of Research at the Institute of Education at the University of Plymouth in the UK. He is married to a Barbadian and they have two adult sons, with all the family now living in Barbados.
Dr. Hornby's teaching and research is in the areas of educational psychology, special education, counseling and guidance, teacher education and parental involvement in education. He has published more than 200 journal articles and book chapters and 14 books in the field of education, including: Counselling in Child Disability (Chapman and Hall, 1994); Improving Parental Involvement (Cassell, 2000); Mental Health Handbook for Schools (Routledge. 2002); Counselling Pupils in Schools: Skills and Strategies for Teachers (Routledge, 2003); Meeting Special Needs in Mainstream Schools (2nd ed.) (David Fulton, 2000); Parental Involvement in Childhood Education: Building Effective School-Family Partnerships. (Springer, 2011); and Inclusive Special Education: Evidence-based Practices for Children with Special Needs and Disabilities. (Springer, 2014).
Deborah Greaves, EdS, EdD, is an educator with more than 30 years of experience at elementary, secondary, and tertiary levels. Upon completion of secondary school in Barbados, Dr. Greaves pursued studies at The University of Pittsburgh, receiving her first degree in Child and Adolescent Development, followed by studies in Language and Learning Disabilities at York University in Canada under a Canadian Commonwealth Fellowship award. Upon completion of a Master's degree, she returned to Barbados to serve as a Tutor at Erdiston College and did a two-year tenure of service at St. Gabriel's School and Codrington High School. Later returning to The United States, Dr. Greaves worked as a Teacher, Professional Development Trainer, and Special Education supervisor. During her tenure with two of the larger school districts in Atlanta, Georgia, her responsibilities encompassed classroom instruction, providing instructional support and coaching to teachers, and teacher mentoring and training. In her most recent position with DeKalb County Schools in Georgia, she provided support to multiple schools on matters pertaining to Special Education instruction, teacher training and legal compliance with Special Education mandates. During these tenures, Dr. Greaves completed her Doctoral degree in Education Leadership from The University of Georgia. Her research projects have included: Teaching students placed in second dialect classes: An analysis of teachers' perceptions of success (1998) and Data use practices at Newbury C
Chapter 1. Identifying Essential Evidence-Based Teaching Strategies.- Chapter 2. Peer Tutoring.- Chapter 3. Cooperative Learning.- Chapter 4 Formative Evaluation.- Chapter 5. Metacognitive Strategies.- Chapter 6. Direct Instruction.- Chapter 7. Functional Behavioral Analysis.- Chapter 8. Parental Involvement.- Chapter 9. Teacher-Student Rapport.- Chapter 10. Implementing Essential Evidence-Based Practices.
| Erscheinungsdatum | 21.07.2023 |
|---|---|
| Zusatzinfo | XXIV, 146 p. 6 illus., 2 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 273 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Technik ► Umwelttechnik / Biotechnologie | |
| Schlagworte | Barriers to evidence-based teaching practices • Cooperative learning in classrooms • Direct instruction in classrooms • Educational psychology, pedagogy, and teaching • Evidence-based teaching practices • Evidence-based teaching practices and academic success • Formative evaluation in school • Function behavioral analysis and academic success • Implementation of evidence-based teaching practices • Metacognitive strategies and learning • Parental involvement and student engagement • Peer tutoring and academic achievement • Self-motivation and academic achievement • Self-regulation and student success • Special education and evidence-based teaching practices • Student engagement and academic success • Student outcomes and teaching strategies • Teacher education and EBPs • Teacher-student rapport in classrooms • Theory, research, and evidence-based teaching practices |
| ISBN-10 | 3-030-96231-8 / 3030962318 |
| ISBN-13 | 978-3-030-96231-9 / 9783030962319 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
