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| Preface | |
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| Research and Teaching | |
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| Defining Good Teaching | |
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| Research in Teaching: An Historical Perspective | |
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| Studies of Teacher Characteristics | |
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| The Search for the Right Method | |
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| School-Level Research | |
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| Teacher Effectiveness Research: Teachers Do Make a Difference | |
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| Beyond Effective Teaching: A Focus on Student Learning | |
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| Contemporary Views of Teaching and Learning | |
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| From Behaviorist to Cognitive Perspectives | |
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| Constructivism: Students as Creators of Understanding | |
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| Text Themes | |
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| The Diversity of Our Learners | |
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| Ways of Enhancing Learner Motivation | |
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| Assessment | |
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| The Use of Technology for Increasing Learning | |
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| Learning to Teach | |
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| Knowledge of Subject Matter | |
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| Pedagogical Content Knowledge | |
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| Knowledge of Teaching and Learning | |
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| Teaching Strategies | |
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| Teacher Decision Making | |
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| Reform and No Child Left Behind | |
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| Standards-Based Professional Development | |
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| Advanced Professional Standards: National Board Certification | |
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| Developing a Professional Portfolio | |
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| Using This Book to Learn to Teach | |
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| Student Diversity | |
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| Capitalizing on Cultural Diversity | |
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| Multicultural Education: The Challenge | |
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| Theories of Minority Achievement | |
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| Culturally Responsive Teaching | |
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| Language Diversity | |
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| English Dialects | |
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| English Language Development Programs | |
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| Students Placed at Risk: Teaching the Children of Poverty | |
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| Students Placed at Risk: Understanding the Problem | |
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| Resiliency: Capitalizing on Student Strengths | |
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| Teaching Students Placed at Risk | |
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| Motivation: The Need for Challenge | |
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| Teaching Students with Different Learning Abilities | |
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| Intelligence: What Does It Mean? | |
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| Multiple Intelligences: The Work of Howard Gardner | |
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| Intellectual Diversity: Implications for Teaching | |
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| Learning Styles | |
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| Field Dependence/Independence | |
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| Conceptual Tempo: Impulsive and Reflective Learners | |
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| Classroom Learning Styles: The Work of Dunn and Dunn | |
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| Learning Styles: Implications for Teachers | |
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| Students with Exceptionalities | |
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| Inclusion | |
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| Working with Students with Exceptionalities: Support for Classroom Teachers | |
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| The Exceptional Student Population | |
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| Teachers' Roles in Working with Students Having Exceptionalities | |
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| Adapting Instruction for Students with Exceptionalities | |
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| Technology as a Tool for Inclusion | |
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| The Challenge of Assessment in Diverse Classrooms | |
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| Provide Practice with Test Taking | |
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| Teach Test-Taking Strategies | |
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| Use Clear Language in Items | |
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| Make Provisions for Nonnative English Speakers | |
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| Teacher Planning: Research and Reality | |
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| Planning: A Functional Analysis | |
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| Variables in Instructional Planning | |
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| The Teacher | |
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| Learner Development | |
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| Learner Motivation | |
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| Content | |
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| Teaching Context | |
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| Materials and Resources | |
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| Time | |
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| A Cognitive Planning Model | |
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| Selecting Topics | |
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| Specifying Learning Objectives | |
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| Preparing and Organizing Learning Activities | |
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| Preparing Assessments | |
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| Instructional Alignment | |
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| Backward Design | |
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| Long-Term, Unit, and Lesson Planning | |
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| Long-Term Planning | |
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| Unit Planning | |
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| Daily Lesson Planning | |
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| Integrating the Curriculum: Interdisciplinary and Thematic Units | |
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| An Integrated Continuum | |
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| Designing and Implementing Integrated Units | |
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| Research on Integrated Planning | |
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| Research on Teacher Planning | |
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| Planning for Diversity: Differentiating Instruction | |
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| Varying Time | |
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| Varying Learning Objectives | |
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| Adapting Instructional Materials | |
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| Offering Different Learning Activities | |
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| Technology as a Tool for Differentiating Instruction | |
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| Effective Teaching: The Research Base | |
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| Classroom Climate: A Prerequisite to Learning | |
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| Acceptance and Caring: The Human Dimension of Teaching | |
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| A Safe and Orderly Learning Environment | |
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| A Learning-Focused Classroom | |
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| Effective Teaching and the Concept of Time | |
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| Allocated Time: Priorities in the Curriculum | |
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| Instructional Time: Time from a Teacher's Perspective | |
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| Engaged Time: Time from a Learner's Perspective | |
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| Academic Learning Time: The Role of Success | |
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| A General Instructional Model | |
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| Characteristics of Effective Teachers | |
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| Teacher Attitudes | |
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| Teacher Attitudes, Learner Diversity, and Motivation | |
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| Effective Communication | |
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| Organization | |
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| Effective Lesson Beginnings | |
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| Review | |
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| Focus | |
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| Developing the Lesson | |
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| Ending Lessons Effectively | |
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| Closure | |
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| Assessment and Effective Teaching | |
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| Increasing Learning through Student Involvement | |
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| Student Involvement: A Key to Learning and Motivation | |
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| Learner Involvement: The Need for Clear Learning Objectives | |
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| Student Involvement: The Role of Content Representations | |
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| Effective Content Representation: Using Technology | |
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| Effective Content Representations: Accommodating Learner Diversity | |
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| The Role of Teacher Questioning in Student Learning | |
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| Using Questioning to Assess Current Understanding | |
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| Increasing Student Motivation | |
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| Guiding New Learning | |
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| Questions: Their Influence on Student Thinking | |
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| Elements of Effective Questioning | |
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| Questioning Frequency | |
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| Equitable Distribution | |
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| Prompting | |
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| Effective Questioning: Increasing Student Motivation | |
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| Repetition for Emphasis | |
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| Wait Time | |
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| Effective Questioning: Involving Students from Diverse Backgrounds | |
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| Classroom Questions: Additional Issues | |
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| Low- and High-Level Questions | |
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| Selecting Students | |
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| Callouts | |
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| Choral Responses | |
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| Creating Productive Learning Environments: Classroom Management | |
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| The Importance of Classroom Management | |
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| Classroom Management: A Definition | |
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| Management Goals: Learning and Self-Regulation | |
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| Creating Responsibility-Oriented Classrooms | |
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| Classroom Management: An Historical Perspective | |
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| Planning for Classroom Management | |
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| Student Characteristics | |
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| The Physical Environment | |
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| Classroom Rules: Establishing Standards for Behavior | |
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| Procedures: Creating An Efficient Learning Environment | |
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| Implementing Management Plans | |
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| Implementing Plans: The First 10 Days | |
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| Learner Diversity: Challenges to Home-School Communication | |
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| The Relationship between Management and Instruction | |
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| The Role of Assessment in Classroom Management | |
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| Management Interventions | |
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| An Intervention Continuum | |
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| Dealing with Individual Problems | |
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| Serious Management Problems: Violence and Aggression | |
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| Direct Instruction | |
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| Direct Instruction in the Total Instructional Perspective | |
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| Direct Instruction | |
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| Direct Instruction: The Research Base | |
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| Forms of Content Taught by Direct Instruction | |
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| Goals of Direct Instruction | |
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| Planning for Direct Instruction | |
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| Implementing Direct Instruction Lessons | |
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| The Role of Assessment in Direct Instruction | |
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| The Motivational Benefits of Effective Feedback | |
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| Lecture Discussions: Teaching Organized Bodies of Knowledge | |
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| Organized Bodies of Knowledge: Integrating Facts, Concepts, and Generalizations | |
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| Using Lectures to Teach Organized Bodies of Knowledge | |
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| Lecture Discussions: Alternatives to Standard Lectures | |
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| The Lecture-Discussion Model: The Research Base | |
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| Planning for Lecture Discussions | |
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| Implementing Lecture-Discussion Lessons | |
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| The Role of Assessment in Lecture-Discussion Lessons | |
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| Guided Discovery: A Constructivist Approach to Instruction | |
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| Guided Discovery: An Overview | |
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| Guided Discovery: Theoretical Foundations | |
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| Characteristics of Constructivism | |
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| Guided Discovery and Student Motivation | |
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| Misconceptions about Guided Discovery | |
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| Planning for Guided Discovery Lessons | |
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| Identifying Topics | |
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| Specifying Learning Objectives | |
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| Selecting Examples and Nonexamples | |
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| Planning for Social Interaction | |
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| Planning for Assessment | |
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| Conducting Guided Discovery Lessons | |
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| Review and Introduction | |
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| The Open-Ended Phase | |
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| The Convergent Phase | |
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| Closure | |
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| Application | |
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| Ongoing Assessment in Guided Discovery Lessons | |
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| Learning and Teaching in Groups | |
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| Social Interaction: Theoretical Perspectives | |
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| Developmental Theories | |
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| Elaboration Theory | |
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| Motivation Theory | |
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| Components of Effective Group Interaction | |
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| Using Groupwork to Facilitate Learning | |
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| Organizing and Conducting Groupwork Activities | |
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| Working in Pairs: Introducing Groupwork | |
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| Working with Larger Groups | |
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| Combining Pairs | |
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| Groupwork with Higher-Level Tasks | |
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| Cooperative Learning | |
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| Cooperative Learning: Getting Started | |
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| STAD: Student Teams-Achievement Divisions | |
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| Jigsaw II | |
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| Group Investigation | |
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| Computer-Mediated Communication: Using Technology to Facilitate Cooperative Learning | |
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| Using Cooperative Learning to Capitalize on Diversity | |
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| Discussions | |
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| Using Discussions to Promote Student Growth | |
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| Promoting Cognitive Growth with Discussions: Planning | |
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| Promoting Cognitive Growth with Discussions: Implementation | |
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| Affective Discussions: Promoting Ethical and Moral Growth | |
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| Peer Tutoring: Students as Resources | |
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| Research on Peer Tutoring | |
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| A Basic Peer Tutoring Model | |
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| Assessing Learning in Social Interaction Strategies | |
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| Assessing Cognitive Achievement | |
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| Assessing Growth in Social Interaction Skills | |
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| Problem-Based Instruction | |
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| Problem-Based Learning | |
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| Problem-Based Instruction: An Overview | |
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| Problem-Based Learning: Theoretical Foundations | |
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| Project-Based Learning | |
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| Essential Components | |
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| Implementing Project-Based Instruction in the Classroom | |
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| Assessment and Project-Based Learning | |
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| Research on Project-Based Learning | |
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| Problem Solving | |
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| Well-Defined and Ill-Defined Problems | |
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| A Problem-Solving Model | |
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| Helping Learners Become Better Problem Solvers | |
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| Anchored Instruction: Technology as a Tool to Teach Problem Solving | |
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| Inquiry Strategies | |
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| Identifying a Question | |
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| Forming Hypotheses | |
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| Gathering Data | |
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| Assessing Hypotheses | |
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| Generalizing | |
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| Analyzing the Inquiry Process | |
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| Critical Thinking | |
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| Knowledge of Content | |
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| Basic Processes | |
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| Metacognitive Knowledge | |
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| Attitudes and Dispositions | |
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| Teaching Critical Thinking in the Classroom | |
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| Assessing Learner Understanding | |
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| Classroom Assessment | |
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| Formal and Informal Assessment | |
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| Functions of an Assessment System | |
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| Characteristics of Effective Assessment | |
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| Teachers' Assessment Patterns | |
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| Using Assessment to Promote Learning | |
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| Preparing Students | |
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| Administering Tests | |
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| Examining Results | |
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| Research on Classroom Testing: Implications for Teachers | |
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| Alternative Assessment | |
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| Performance Assessment | |
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| Portfolio Assessment | |
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| Designing an Assessment System | |
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| Grades and Grading | |
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| Communication | |
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| Using Technology in Assessment | |
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| Planning and Constructing Tests | |
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| Analyzing Test Data | |
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| Maintaining Student Records | |
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| References | |
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| Author Index | |
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| Subject Index | |