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Effective Teaching and Successful Learning
Bridging the Gap between Research and Practice

£21.99

textbook
  • Date Published: June 2016
  • availability: In stock
  • format: Paperback
  • isbn: 9781107532908
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About the Authors
  • The overall aim of this reader-friendly book is to enable current and prospective teachers as well as other education professionals to improve practice, leading to more successful learning for all students. Drawing on her extensive experience as both a high school teacher and a university professor, Inez De Florio provides an evidence-informed and value-based approach to teaching and learning that takes the personality and the accountability of teaching professionals into account. Students' needs and interests are the primary focus of an evidence-informed teaching model, MET (Model of Effective Teaching), which is described and exemplified in detail. In order to allow for informed decisions and suitable applications of the steps of the MET, the book provides, furthermore, a succinct and comprehensible introduction to the main features and types of educational research, especially newer findings of evidence-based education such as presented in John Hattie's research.

    • A succinct, comprehensible overview of newer research into education is given to enable teachers to better understand important research findings
    • The potential and pitfalls of different research designs are explained in order to aid teachers make informed decisions about what may work in their special context
    • A research-based model of effective teaching and successful learning (MET) is presented and described in detail to allow teachers to choose programs, strategies, and techniques that work best with their particular students
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    Customer reviews

    20th Oct 2016 by Blumcup

    Werner Blum, Braunschweig Review of the book Effective Teaching and Successful Learning by Inez De Florio, Cambridge University Press 2016 Quality teaching has become an important topic in the educational debate during the last two decades, across all subjects and educational levels. There are many empirical findings and also considerable theoretical insight concerning principles of effective teaching and, through this, of successful learning. A major task is to bring these principles and results into everyday classrooms, in other words, to bridge the gap between research and practice. This is the main aim of this book whose audience is both teachers and teacher educators. More specifically, the aims are to present, for teachers and educators, the most important results of scientific research into teaching and learning at school in order to make teaching more effective and learning more successful. The book is clearly structured. In chapter 1, the author describes the main features of scientific research on education, drawing on the work of three eminent educational psychologists: Piaget, Vygotsky, and Bruner. In chapter 2, important types of educational research are presented and discussed, in particular psychometrics. The theme of chapter 3 is evidence-based research on education in particular, the author gives advice on how to deal with the results of this research. One of the most important aspects of educational research during the last decade, namely meta-analyses, are discussed in chapters 4 and 5 (here referring especially to Hattie’s famous meta-study), again with the aim of making results comprehensible and applicable for teachers. The core of chapter 6, and of the entire book, is a detailed teaching model called MET this model has been conceptualised by the author, based on the research findings referred to in the preceding chapters. The model, which is elaborated into 30 steps, is further developed in the remaining five chapters of the book: lesson planning and initiating in chapter 7 classroom management and knowledge presentation in chapter 8 guided and independent practising in chapter 9 cooperative and project-based learning in chapter 10 and assessing and giving feedback in chapter 11. All five chapters are both practice-oriented and research-based, thus fulfilling the purpose of the book, which is, bridging the gap between research and practice. The book is rounded off by reflections on education standards and their role in the education system. The author has included an extensive body of literature, predominantly in English and mostly subject non-specific. The subject teacher or educator would, of course, like to find more research literature concerning the learning of his/her subject. However, a book aimed at a broad audience has to argue on a rather general level. In support of this approach, there are indications that the most important principles of quality teaching, such as effective classroom management, cognitive activation of students or demanding orchestration of the subject matter, are in fact largely both subject- and age-independent, in spite of the well-known findings on situated cognition. The main concepts of the book are defined concisely and highlighted for the reader. Concrete classroom examples are included to support the comprehension of the central arguments, and exercises are provided at the end of each chapter for the reader to “Review, Reflect, Practice”. It is important to note that the book is written in a very lively style which makes reading a real pleasure. Thus, the book shows that both scientific soundness and an entertaining style can occur simultaneously. The book promises on its cover no less than “bridging the gap between research and practice” concerning effective teaching and successful learning – an ambitious endeavour. For me, the book keeps indeed this promise. It is worthwhile to read both for practicing teachers, by giving concrete hints and suggestions for quality teaching, and for teacher educators, by synthesising important research findings on effective teaching and successful learning. Researchers will also find it useful to have a concise up-to-date synopsis of evidence-informed and theory-based aspects of quality teaching. De Florio’s book is warmly recommended to all those who want to teach according to current empirical and theoretical evidence concerning quality teaching or those who want to teach future or practicing teachers how to teach in that way. The hope is that by implementing those aspects of quality teaching in everyday classrooms, teaching and learning at school will become more rewarding both for teachers and for students.

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    Product details

    • Date Published: June 2016
    • format: Paperback
    • isbn: 9781107532908
    • length: 244 pages
    • dimensions: 222 x 152 x 15 mm
    • weight: 0.34kg
    • contains: 9 b/w illus.
    • availability: In stock
  • Table of Contents

    Introduction
    1. Main features of scientific research on education
    2. Important types of scientific research on education
    3. Main features of evidence-based research on education
    4. Meta-analyses on education
    5. A synthesis of over 800 meta-analyses relating to achievement
    6. Scaffolding effective teaching and successful learning
    7. Planning and starting the lesson
    8. Presenting knowledge and skills - assertive questioning
    9. Guided and independent practice
    10. Cooperative and project-based learning
    11. Feedback - reciprocal and informative
    Concluding remarks: standards need more evidence.

  • Author

    Inez De Florio, Universität Kassel, Germany
    Inez De Florio is a professor in the Department of Humanities at Universität Kassel, Germany.

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