Looking in Classrooms

by Thomas L. Good, Alyson L. Lavigne

Overview

Looking in Classrooms uses educational, psychological, and social science theories and classroom-based research to teach future classroom teachers about the complexities and demands of classroom instruction. While maintaining the core approach of the first ten editions, the book has been thoroughly revised and updated with new research-based content on teacher evaluation, self-assessment, and decision-making; special emphases on teaching students from diverse ethnic, cultural, class, and gender-identity contexts; and rich suggestions for integrating technology into classroom instruction.

Widely considered to be the most comprehensive and authoritative source available on effective, successful teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom management, teacher expectations, teacher effectiveness, adaptive instruction for individual learners, and informative observational techniques for enhancing teaching. It addresses key topics in classroom instruction in an accessible fashion, promoting easy intepretation and transfer to practice, and articulates the roles of teacher-centered pedagogy, student-centered instruction, and project-based learning in today‘s classroom.

Guided by durable historical knowledge as well as dynamic, emerging conceptions of teaching, this text is ideal for undergraduate teacher training programs and for masters-level courses for teachers, administrators, and superintendents.

Product Details

ISBN-13:	9781138646513
Publisher:	Taylor & Francis
Publication date:	12/13/2017
Edition description:	11th ed.
Pages:	652
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

Thomas L. Good is Professor Emeritus of Educational Psychology at the University of Arizona, USA.

Alyson L. Lavigne is Assistant Professor of Instructional Leadership at Utah State University, USA.

Table of Contents

Chapter 1: Classrooms Are Complex

Chapter 2: Analyzing and Understanding Classroom Teaching

Chapter 3: Using Classroom Observation and Conducting Case Studies to Improve Your Own Teaching

Chapter 4: Developing Appropriate Teacher Expectations for Enhancing Student Learning

Chapter 5: Management I: Preventing Problems

Chapter 6: Management II: Coping with Problems Effectively

Chapter 7: Motivation

Chapter 8: Students’ Interactions with One Another

Chapter 9: Learning and Instruction in the Heterogeneous Classroom

Chapter 10: Affirming the Cultures and Supporting Achievements of Diverse Students

Chapter 11: Teaching Worthwhile Content for Understanding, Appreciation, and Application

Chapter 12: Active Teaching

Chapter 13: Helping Students to Construct Usable Knowledge

Chapter 14: Assessing Students’ Learning

Chapter 15: Technology and Classroom Teaching

Chapter 16: Growing as a Teacher

Editorial Reviews

"What can you say about a classic book in its 11th edition? It turns out you can say a lot. Looking in Classrooms maintains its focus on classroom teachers, connecting theory to practice and translating what current research says about the tasks of teaching into a language that all can understand. With four new chapters and an overall update, it is still the best book out there to summarize the observational research on teaching—applied educational psychology at its best, now better than ever."

—Robert Burns, Professor of Learning and Instruction in the School of Education at the University of San Francisco, USA

"This book cuts through the clutter—it strips away the jargon and attends to the foundations of great teaching based on decades of research. For beginning teachers who need a place to start their learning and for veterans seeking to reflect on and improve their practice, this book is an essential tool. "

—Amanda R. Bozack, Director of the School of Teacher Education and Leadership at Radford University, USA

"Here is a book that should be read by anyone who teaches students and by those studying educational psychology. Looking in Classrooms successfully and comprehensively presents rich and empirically solid literature on teaching and learning in language that is accessible to pre-service teachers and seasoned professors. It deftly weaves pertinent educational psychology research with practical applications and suggestions for implementation. This book should have a prominent place in every educator’s professional library."

—Christine M. Rubie-Davies, Professor of Education at the University of Auckland, New Zealand

From the Publisher