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Inhaltsangabe
′This book draws on an impressive range of research to inform the reader how teaching in schools can be made more effective....The book has a great
deal to offer both new and experienced teachers. It is an excellent guide for teachers in pursuit of
ways to achieve more effective teaching′ - Jeng-Chyan Chen,Taipei Municipal University of Education
`A small number of education books feel indispensable; this is warmly welcomed to the club. It′s a magnificent survey of what educational research can tell us about nitty-gritty classroom issues′ - Geoff Barton, Times Educational Supplement, Friday Magazine
Research into student learning and achievement shows that classroom teaching is at the heart of the process of schooling. What teachers do in the classroom is the factor that most strongly affects pupils′ progress in school. In their 2001 book, David Muijs and David Reynolds reviewed what is now a large body of knowledge on effective teaching.
This new edition of Effective Teaching, Evidence and Practice updates the successful 2001 volume with the latest research on effective teaching and learning. Following user feedback, a number of chapters have been added to reflect reader needs and developments in the field since 2001. Chapters on student learning, collaborative small group work, constructivism and effective science teaching have been added, as well as updates to all other chapters.
The user-friendly style and broad coverage that were strengths of the previous edition are maintained, as is the three part structure focussing on generic teaching skills, teaching for specific goals and subject specific strategies and other classroom issues.
Like the first edition, it is essential reading for students of education, teachers and educational researchers.
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Über die Autorin bzw. den Autor
Daniel Muijs is Dean of the Faculty of Education and Society at Academica University of Applied Sciences in Amsterdam, and visiting professor at the University of Southampton. He has worked in education departments at a range of UK universities, as well as at Ofsted, the English inspectorate of schools and social care. He is an experienced quantitative researcher and has taught quantitative methods to students from undergraduate to PhD levels.
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