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Synopsis
This new edition updates the successful 2005 edition with the latest research on effective teaching and learning. Appropriate for primary and secondary education, the authors continue to provide a broad and comprehensive overview of what is now a large body of knowledge on effective teaching. The authors maintain their user-friendly style and the structure which takes in generic teaching skills; teaching for specific goals; subject specific strategies and other classroom issues. Each chapter is built around opening learning objectives.
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About the Author
Professor Daniel Muijs is Chair of Education. Previously he worked at the University of Manchester as Chair of Pedagogy and Teacher Development at the University of Manchester, School of Education, as Chair of School Leadership and Management at the University of Newcastle and as senior at Warwick Institute of Education. He is an acknowledged expert in the field of Educational and Teacher Effectiveness and is co-editor of the journal ‘School Effectiveness and School Improvement’. He has published widely in the areas of educational effectiveness, leadership and research methods, and has conducted research for government agencies (DCSF, NCSL, QCA), Charitable Trusts (Gatsby) and Research Councils (ESRC).
Review
′it deserves rapidly to find a prominent
and well-thumbed place in all staffroom libraries as well as in schools of education′
- Keith Saunders, British Journal of Educational Technology
Praise for the previous edition:
′A small number of education books feel indispensable; this is warmly welcomed to the club. It′s a magnificent survey of what educational research can tell us about nitty-gritty classroom issues′ - Geoff Barton, Times Educational Supplement, Friday Magazine
"About this title" may belong to another edition of this title.
- PublisherSAGE Publications Ltd
- Publication date2010
- ISBN 10 1849200769
- ISBN 13 9781849200769
- BindingPaperback
- LanguageEnglish
- Edition number3
- Number of pages368
- Rating
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Effective Teaching : Evidence and Practice
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