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The book provides very concrete and simplified descriptions of how effective teacher practices were identified, observed, recorded, and analyzed.
List of contents
Preface
Acknowledgements
Chapter 1: A Logic for Evidence-Based Practices in Teaching and Learning
Chapter 2: What Goes On In Typical Classrooms?
Chapter 3: Instruction - Teacher Presentation, Use of Directions, and Instructional Grouping
Chapter 4: Engagement: Teacher and Student Interaction as a Predictor for Success
Chapter 5: Feedback: Positive and Negative Feedback Ratios as a Predictor for Success
Chapter 6: Mediating Variables: Do Teacher and Student Characteristics Make a Difference?
Chapter 7: Implications for the Field of Education
References
Appendices
About the Author
About the author
Terrance M. Scott, Ph.D. is a Professor, Distinguished University Scholar, and Director of the Center for Instructional and Behavioral Research in Schools at the University of Louisville. He is a former counselor, classroom teacher, and behavior consultant in both residential treatment and public school systems. His research interests include school-wide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, and scientific research in education.
Regina Gilkey Hirn, Ph.D. is an Assistant Professor in the Department of Special Education at the University of Louisville. She is a former classroom teacher, behavior consultant and assistant director of special education in the public school system. Her research interests include learning strategies for students with learning and behavior disorders and strategies for promoting positive student/teacher interactions during classroom instruction.
Justin T. Cooper, Ed.D. is an Assistant Professor of Special Education at the University of Louisville. He is a former classroom teacher of students with emotional and behavioral disorders in Utah, Wyoming, and Florida. His research interests include examining the effects of teacher behaviors on student behavior in the classroom.
Summary
The book provides very concrete and simplified descriptions of how effective teacher practices were identified, observed, recorded, and analyzed.
