Synopsis
Reviews of 1st Edition:
"This powerful book makes many of its points through the use of case studies and examples... ....Rarely, if ever, has discussion of so wide a variety of approaches to learning been gathered together in a single volume." - British Journal of Educational Technology
This comprehensive, accessible and successful text has been revised and updated to meet the needs of teachers, advisers, inspectors, teacher educators and educational researchers at the beginning of the 21st century.
Key features include:
* A range of teaching models offering a wide repertoire of strategies for teachers
* A wealth of practical examples backed up by relevant research evidence and clear guidelines for implementation
* A clear, engaging and accessible writing style
* A completely new chapter on learning to read and write with the Picture Word Inductive Model
The purpose of this book is to introduce some of the array of models of teaching that have been developed, polished and studied over the last thirty years. Some of these models have been shown both to accelerate rates of learning and also to bring within reach of pupils types of conceptual control and modes of inquiry which have been almost impossible to generate through traditional chalk and talk teaching. Rather than being formulas to be followed slavishly, each model brings teachers into the study of how students learn thereby promoting reflective action research in the classroom.
About the Author
Bruce Joyce received his bachelor's degree from Brown University. After service during the Korean conflict, he entered education, teaching in the state of Delaware and beginning his experience in urban school renewal while taking his doctorate at Wayne State University. While at the University of Chicago and Teachers College, Columbia University, he concentrated on research on teaching while directing the elementary teacher education programs, the laboratory school at Columbia, and school renewal efforts in Chicago and New York. While instruction is his primary interest, he has, during intensive school renewal projects, conducted a set of studies on staff development.
Emily Calhoun grew up and taught first grade and high school English in Georgia, taking her doctorate at the University of Georgia. A specialist in language arts and schoolwide action research, she has organized extensive school renewal projects in school districts throughout the United States.
David Hopkins taught in Wales before moving to Canada where he studied school change while completing his doctorate at Simon Fraser University. He returned to the UK to work at Cambridge University where he and colleagues established IQEA, an organization that helps schools in the UK to engage in school renewal. He is currently Professor of Education at the University of Nottingham.
"About this title" may belong to another edition of this title.
