Beschreibung
This book provides data and uses stories and personal insights gleaned from nearly 6,000 observations in real classrooms across the nation. The mix of data and descriptions provide a clear picture of the rich interaction of teacher and student behaviors and how one predicts the other. Graphs and tables provide concrete visual representations of the often surprisingly low rates of effective instructional practices used in the average classroom. In addition to a description of how the large dataset was developed, there are descriptions of what it is like to visit multiple classrooms in different schools, what the data tells us about teaching and learning in our public school system, and what the implications are for pre-service teacher training, school professional development, research, and understanding interaction effects.
Autorenportrait
Terrance M. Scott, Ph.D. is a Professor, Distinguished University Scholar, and Director of the Center for Instructional and Behavioral Research in Schools at the University of Louisville. He is a former counselor, classroom teacher, and behavior consultant in both residential treatment and public school systems. His research interests include school-wide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, and scientific research in education.
Regina Gilkey Hirn, Ph.D. is an Assistant Professor in the Department of Special Education at the University of Louisville. She is a former classroom teacher, behavior consultant and assistant director of special education in the public school system. Her research interests include learning strategies for students with learning and behavior disorders and strategies for promoting positive student/teacher interactions during classroom instruction.
Justin T. Cooper, Ed.D. is an Assistant Professor of Special Education at the University of Louisville. He is a former classroom teacher of students with emotional and behavioral disorders in Utah, Wyoming, and Florida. His research interests include examining the effects of teacher behaviors on student behavior in the classroom.
Inhalt
Preface
Acknowledgements
Chapter 1: A Logic for Evidence-Based Practices in Teaching and Learning
Chapter 2: What Goes On In Typical Classrooms?
Chapter 3: Instruction Teacher Presentation, Use of Directions, and Instructional Grouping
Chapter 4: Engagement: Teacher and Student Interaction as a Predictor for Success
Chapter 5: Feedback: Positive and Negative Feedback Ratios as a Predictor for Success
Chapter 6: Mediating Variables: Do Teacher and Student Characteristics Make a Difference?
Chapter 7: Implications for the Field of Education
References
Appendices
About the Author
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