Education

This classic text by distinguished scholars provides a balanced, research-based overview of the most effective teaching methods for today’s modern classroom. Widely considered to be the most comprehensive and authoritative source available on effective teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom teaching, teacher expectations, and adapting instruction for individual learners.

 

In over three decades of continuous publication, this text represents state-of-the-art research reviews in several areas including student motivation, classroom instruction and student learning, classroom management, and adapting instruction to the needs of individual students. It addresses the core topics of classroom instruction in an accessible fashion, promoting easy transfer to classroom practice. The text also provides useful information about how to use quantitative and qualitative observational techniques for describing and improving instruction.

 

The text is well-organized, easy to read, and focused on the real concerns of individual classroom teachers at all grade levels. The authors have a significant understanding and feel for the K-12 classroom and the issues and situations that teachers face everyday. Users consistently provide feedback that students enjoy the book, and that many of them keep it to help them when they enter the classroom.

This text integrates rigorous theory and empirical research and the practical value of this knowledge for classroom practice. It has been used in undergraduate courses for teachers in training and in master-level courses for teachers, administrators, and superintendents.

• Addresses one of the major concerns for new teachers–how to create classrooms that are warm and friendly– by providing detailed information about establishing classroom activities and routines to prevent misbehavior and to encourage active student involvement (Ch. 3).
• Examines the various structures of students working with other students, including small group teams, peer tutoring, and long-term project work (Ch. 6).
• Discusses the increasingly complex issue of curriculum planning, focusing on how teachers must decide what knowledge is worth teaching and how to build it continuously throughout the school year, while still adhering to state and federal demands for certain types of content and knowledge to be covered in the curriculum (Ch. 9).
• Includes two full chapters on how content can best be taught. One chapter focuses on explicit, active learning and the other on building communities of learners and allowing students both opportunities and responsibility for individual and social learning (Ch. 10 & Ch. 11).
• Provides detailed conceptual understanding of student socialization, and practical strategies for dealing with the day to day issues of classroom management.
• The book concludes with a frank discussion of why so many teachers do not stay in teaching for long, and offers ways to address these problems and ways to grow as a teacher so that teaching is satisfying and successful.

• In addition to four new chapters, all chapters have been extensively re-written and updated.
• Updates reflect new research that is integrated with past findings to provide the best possible research evidence, and to clarify its relationship to effective practice.
• Two new chapters addressing student diversity–one from the standpoint of understanding and appreciating it, and one on how to use this knowledge to effectively construct instruction for a diverse student population (Ch. 7 & Ch. 8).
• A new chapter that provides the knowledge and skills for assessing student progress in both the active teaching perspective and the social constructivist perspective of active learning (Ch. 12).
• A new chapter that explores technology and its role in classroom learning and instruction, presenting techniques for deciding when to use technology and providing examples of good usage (Ch. 13).
• An increased emphasis on understanding the growing diversity of students’ instructional needs, providing new teachers with the insight and practical strategies necessary for successfully addressing the diverse learning needs of their students.

PREFACE.

1. CLASSROOM  LIFE

Action-System Knowledge

Analysis of the Class Discussion

Learning to Analyze Classrooms

Effective Teaching

Increasing Teacher Awareness Through Classroom

Observation

Classrooms are Complex

Teachers’ Awareness of their Classroom Behavior

Benefits of Classroom Observation

Observational Records

Dangers of Interpretation

Case Study Techniques

Simplifying the Observational Task

Reliability of Observations

General Plan for Observing in Classrooms

Using Research and Observational Feedback

Teachers as Decision Makers

Summary

Suggested Activities and Questions

 

2. TEACHER EXPECTATIONS

Two Types of Teacher Expectation Effects

How Expectations Become Self-Fulfilling

Brophy and Good’s Model

Practice Examples

Analysis of Examples

How Teachers Form Expectations

How Teachers Communicate Expectations to Students

Students’ Perceptions of Differential Teacher Treatment

Factors that Effect Expectation Communication

Group, Class, and School Expectation Effects

Expectation Effects on Students’ Personal and Social Development

Making Expectations Work for You

Conclusion

Suggested Activities and Questions

 

 

3. MANAGEMENT I: PREVENTING PROBLEMS

Management Research

Classroom Vignettes

Student Role

Classroom Examples

Essential Teacher Attitudes

The Teacher as a Model

General Management Principles

Management as Motivation and Problem Prevention

Getting the School Year Off to a Good Start

Maintaining an Effective Learning Environment

Getting and Holding Attention

Independent Work

Self-Regulated Management

Expanded Conceptions of Teaching and Management

Managing Small-Group Learning

Summary

Suggested Activities and Questions

 

4. MANAGEMENT II: COPING WITH PROBLEMS EFFECTIVELY

Classroom Vignettes

What Management Problems Do Teachers Face?

Dealing with Minor Inattention and Misbehavior

Dealing with Prolonged or Disruptive Misbehavior

Conflict Resolution

Punishment

Choosing Your Role

Teachers as Socialization Agents

Coping with Serious Adjustment Problems

Analyzing Problem Behavior

Other Approaches to Classroom Management

Bearing the Unbearable

Summary

Suggested Activities and Questions

 

5. MOTIVATION

Strategies for Motivating Students

Basic Motivational Concepts

Expectancy x Value Model of Motivation

Essential Preconditions for Successful Use of Motivational Strategies

Motivating by Maintaining Success Expectations

Inducing Students to Value Learning Activities

Strategies for Supplying Extrinsic Motivation

Strategies for Capitalizing on Students’ Intrinsic Motivation

Strategies for Stimulating Student Motivation to Learn

Summary

Suggested Activities and Questions

 

6. STUDENTS’ INTERACTIONS WITH ONE ANOTHER

Educational Excellence and Equity

Between-Class Grouping (Tracking)

Within-Class Ability Grouping

Cooperative Learning

Research on Cooperative Learning Methods

Limitations of Findings on Small-Group Learning

Potential Advantages and Disadvantages of Cooperative Groups

Conclusions from Research on Cooperative Learning

Implementation Guidelines: Cooperative Learning

Providing Opportunity for Self-Evaluation

Arranging Tutorial Assistance for Students

Learning in Dyads

Implementation Guidelines: Peer Tutoring

Summary

Suggested Activities and Questions

 

7. ADDRESSING HETEROGENITY IN LEARNING ABILITY AND ACHIEVEMENT PROGRESS

A Heterogeneous Classroom

Toward the Inclusive Classroom

Helping Struggling Students to Succeed:  A Historical  and Research-Based Perspective

Mastery Learning

Differentiated Instruction

Curriculum-Based Measurement

General Principles for Differentiating Instruction

Independent Work and Learning Centers

Summary

Suggested Activities and Questions

 

8. AFFIRMING THE CULTURES AND SUPPORTING ACHIEVEMENTS OF DIVERSE STUDENTS

Vignette

Introduction

Toward Culturally Responsive Teaching

Teaching English Language Learners

Teaching in Urban Schools

Cultivate Parent Involvement

Personalizing in Response to Individual Differences

Gender Differences

Learning Style Differences

Accommodating Students’ Personal Characteristics

Summary

Suggested Activities and Questions

 

9. TEACHING WORTHWHILE CONTENT FOR UNDERSTANDING APPRECIATION AND APPLICATION

Sources of Curriculum

Content Selection and Representation

Teaching for Understanding, Appreciation, and Application of Knowledge

Knowledge Networks

Teach Important Content in Depth

Focus on Powerful Ideas

Authentic Activities

Teaching for Understanding:  Subject-Specific Examples

Keep the Goals in Sight

Teaching for Understanding in an Era of High-Stakes Testing

So What Can You Do in the Meantime?

Summary

Suggested Activities and Questions

 

10. ACTIVE TEACHING

Instructional Methods As Means To Accomplish Curricular Goals

Research Relating Teacher Behavior To Student Learning

Presenting Information to Students

Developing Understandings through Interactive Discourse

Structuring and Scaffolding Activities and Assignments

Summary

Suggested Activities and Questions

 

11. HELPING STUDENTS TO CONSTRUCT USABLE KNOWLEDGE

Basic Constructivist Principles

Social Constructivist Views of Learning and Teaching

Sociocultural Views of Learning and Teaching

Subject-Specific Variations on Basic Instructional Models

Constructivist Teaching:  Appealing But Difficult

Blending Information Presentation with Social Construction of Knowledge

Conclusions About Constructivist Teaching

Matching Teaching Methods to Learning Goals

Matching Teaching Methods to Learning Goals

Using Research to Inform Your Teaching

Suggested Activities and Questions

 

 

12. ASSESSING STUDENTS’ LEARNING

Introduction

Essay Test Items

Objective Test Items

Other Forms of Objective Questions

Conclusions: Types of Test Items

Additional Assessment Procedures

Using Rating Scales

Portfolios

Implications for Teachers

Summary

Suggested Activities and Questions

 

13. TECHNOLOGY AND CLASSROOM TEACHING

Introduction

Computer Use in the Classroom

Some Helpful Technology Tools

What Knowledge of Technology do Students Have?

Developing Your Own Assignments to Personalize Learning

Social Studies and Science

Managing Technology Use

Conclusion

Suggested Activities and Questions

14. GROWING AS A TEACHER

Classroom Vignettes

Obstacles to Teacher Self-Improvement

Experimenting and Improving

Improving Workplace Conditions for Teaching

Schools as Social Systems

The Growing Importance of Staff Development

In-Service on School Level Concerns

Summary

Suggested Activities and Questions

General Methods (K-12)  [CORE TEXTS]   (Curriculum & Instruction)

Thomas L. Good and Jere E. Brophy

Looking in Classrooms, Tenth Edition 

ISBN: 0-205-49678-4

 

“If there is one book that should be kept in their professional library, it is this one!”

–Maria Yon, University of North Carolina, Charlotte

 

“I respect Good and Brophy and trust their book for valid information that new teachers need to know.”

–Susan C. Scott, University of Central Oklahoma

 

“Good and Brophy explain better than anyone else–questioning, teacher expectations, active teaching, a very level-headed approach to constructivist teaching, to name just a few favorites–and I find this text to be superior to what I can assemble.”

–Janet Stivers, Marist College

 

Widely considered to be the most comprehensive and authoritative source available on effective teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom teaching, teacher expectations, and adapting instruction for individual learners. In over three decades of continuous publication, this text represents state-of-the-art research in several areas including student motivation, classroom instruction and student learning, classroom management, and adapting instruction to the needs of individual learners. It addresses the core topics of classroom instruction in an accessible fashion, promoting easy transfer to classroom practice. The text also provides useful information about how to use quantitative and qualitative observational techniques for describing and improving instruction. It has been used in undergraduate courses for teachers in training and in masters-level courses for teachers, administrators, and superintendents.

 

 

New to This Edition

Completely revised and rewritten, this new edition reflects the latest in instructional research and includes:

• Two new chapters (Chapters 7 and 8) addressing student diversity–one from the standpoint of understanding and appreciating it, and one on how to use this knowledge to effectively construct instruction for a diverse student population.
• A new chapter (Chapter 12) that provides the knowledge and skills for assessing student progress in both the active teaching perspective and the social constructivist perspective of active learning.
• A new chapter (Chapter 13) that explores technology and its role in classroom learning and instruction, presenting techniques for deciding when to use technology and providing examples of good usage.
• An increased emphasis on understanding the growing diversity of students’ instructional needs, providing new teachers with the insight and practical strategies necessary for successfully addressing the diverse learning needs of their students.

Instructor's Manual and Test Bank for Looking in Classrooms, 10/E
Good & Brophy
©2008 | Allyn & Bacon | Paper; 322 pp | Instock
ISBN-10: 0205540864 | ISBN-13: 9780205540860
  View Downloadable Files

Allyn & Bacon Digital Media Archive CD-ROM for Education, 2001 Edition
Allyn & Bacon
©2001 | Allyn & Bacon | CD-ROM Only | Instock
ISBN-10: 0205319602 | ISBN-13: 9780205319602
URL:  http://www.ablongman.com/dma

Classroom Management Video
Bateman & Herrell
©2015 | Allyn & Bacon | Video | Estimated Availability : 08/31/2014
ISBN-10: 0130840491 | ISBN-13: 9780130840493

CourseCompass (5.0) Instructor Quick Start Guide
Allyn & Bacon & Longman
©2007 | Allyn & Bacon | Paper | Instock
ISBN-10: 0205531709 | ISBN-13: 9780205531707

Models for Teaching Elementary Social Studies Video
Parker
©2001 | Allyn & Bacon | Video | Out of Stock
ISBN-10: 0130289507 | ISBN-13: 9780130289506

Responding to Hate at School: A Guide for Teachers, Counselors, and Administrators
Southern Poverty Law Center
©2001 | Allyn & Bacon | Paper | Instock
ISBN-10: 0130284580 | ISBN-13: 9780130284587

For General Methods (K-12)

VideoWorkshop for General Methods: Instructor's Teaching Guide with CD-ROM, 2/E
Murphy
©2005 | Allyn & Bacon | Paper Bound w/CD-ROM; 80 pp | Instock
ISBN-10: 0205456456 | ISBN-13: 9780205456451

VideoWorkshop for General Methods: Student Learning Guide with CD-ROM, 2/E
Murphy
©2005 | Allyn & Bacon | Paper Bound w/CD-ROM; 48 pp | Instock
ISBN-10: 0205457150 | ISBN-13: 9780205457151

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