Overview

This book provides data and uses stories and personal insights gleaned from nearly 6,000 observations in real classrooms across the nation. The mix of data and descriptions provide a clear picture of the rich interaction of teacher and student behaviors – and how one predicts the other. Graphs and tables provide concrete visual representations of the often surprisingly low rates of effective instructional practices used in the average classroom. In addition to a description of how the large dataset was developed, there are descriptions of what it is like to visit multiple classrooms in different schools, what the data tells us about teaching and learning in our public school system, and what the implications are for pre-service teacher training, school professional development, research, and understanding interaction effects.

Full Product Details

9781475829433

Table of Contents

Reviews

I have put this book on my best-book-shelf because the message is clear: To maximize the probability of student learning, teach explicitly, deliberately, and relentlessly. Don't leave student learning to chance...take advantage of every precious instructional minute by engaging every student, creating maximum opportunities to respond, and giving frequent and effective feedback. The authors challenge you to set the teaching bar high, and make every effort to beat the odds. -- George Sugai, PhD, Carole J. Neag Endowed Professor, University of Connecticut The evidence is here... A well conceptualized and thoroughly researched resource for all teacher preparation programs. Teacher behaviors matter and do effect student learning- direct instruction, opportunities to respond, and frequent feedback are indispensable skills that must be present at high rates in every classroom. -- Antonis Katsiyannis, alumni distinguished professor, Clemson University This book documents critical teacher behaviors necessary for academic and behavioral success of students in the classroom and is a critical addition to any pre-service or in-service training on effective instruction and classroom management. What's more important than the documentation of the status quo in teaching, is that the authors provide practical suggestions for both teachers and administrators to consider. -- Leanne Hawken, professor of special education, University of Utah

I have put this book on my best-book-shelf because the message is clear: To maximize the probability of student learning, teach explicitly, deliberately, and relentlessly. Don't leave student learning to chance....take advantage of every precious instructional minute by engaging every student, creating maximum opportunities to respond, and giving frequent and effective feedback. The authors challenge you to set the teaching bar high, and make every effort to beat the odds. -- George Sugai, PhD, Carole J. Neag Endowed Professor, University of Connecticut The evidence is here... A well conceptualized and thoroughly researched resource for all teacher preparation programs. Teacher behaviors matter and do effect student learning- direct instruction, opportunities to respond, and frequent feedback are indispensable skills that must be present at high rates in every classroom. -- Antonis Katsiyannis, alumni distinguished professor, Clemson University This book documents critical teacher behaviors necessary for academic and behavioral success of students in the classroom and is a critical addition to any pre-service or in-service training on effective instruction and classroom management. What's more important than the documentation of the status quo in teaching, is that the authors provide practical suggestions for both teachers and administrators to consider. -- Leanne Hawken, professor of special education, University of Utah

I have put this book on my best-book-shelf because the message is clear: To maximize the probability of student learning, teach explicitly, deliberately, and relentlessly. Don’t leave student learning to chance….take advantage of every precious instructional minute by engaging every student, creating maximum opportunities to respond, and giving frequent and effective feedback. The authors challenge you to set the teaching bar high, and make every effort to beat the odds. -- George Sugai, PhD, Carole J. Neag Endowed Professor, University of Connecticut The evidence is here… A well conceptualized and thoroughly researched resource for all teacher preparation programs. Teacher behaviors matter and do effect student learning- direct instruction, opportunities to respond, and frequent feedback are indispensable skills that must be present at high rates in every classroom. -- Antonis Katsiyannis, alumni distinguished professor, Clemson University This book documents critical teacher behaviors necessary for academic and behavioral success of students in the classroom and is a critical addition to any pre-service or in-service training on effective instruction and classroom management. What’s more important than the documentation of the status quo in teaching, is that the authors provide practical suggestions for both teachers and administrators to consider. -- Leanne Hawken, professor of special education, University of Utah

Author Information

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.

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