Models of Teaching: Edition 10
About this ebook
Models of Teaching combines rationale and research with real-life examples and applications in the classroom, showing how teachers, professional learning communities, and school faculties can improve student attainment. The volume contains the major psychological and philosophical approaches to teaching and schooling, including thoroughly documented research on the models of teaching and their effects on student success, and offers teachers the tools to accelerate student learning.
Features include:
- three completely new chapters covering the origins of models in teaching, explicit strategy instruction and metacognition for teaching reading comprehension, and best practices for teachers coaching other teachers, expanding instruction, and supporting school renewal;
- scenarios for each model to explore the concepts in action;
- discussions of research relevant to each model throughout the text;
- advice from the authors about the use of the models in teaching;
- support for incorporating the language arts and science standards and supporting STEM
instruction.
With the aim of providing a strong impact on student achievement while keeping in line with the current emphasis on standards-based education, this classic resource will be essential reading for pre-service and new teachers as well as current teaching professionals.
This text is supported by extensive multimedia materials, including video demonstrations of the models in action, PowerPoint slides and an Instructor’s Manual, available at www.modelsofteaching.org.
About the author
Bruce Joyce is a practitioner–scholar in education, who has previously held professorships at the University of Delaware, USA; The University of Chicago, USA; The Ontario Institute of Studies in Education, Canada; and Teachers College, Columbia, USA.
Emily Calhoun, former Coordinator of the League of Professional Schools the University of Georgia, USA, is currently the director of The Phoenix Alliance in Saint Simons Island, Georgia, USA.
