In this thorough, enlightening, and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important ...
Author: Robin Macpherson
"More research-based teaching" is the cure-all answer so many people give when asked how we can most effectively improve education today. Every year thousands of research papers are published, some of which contradict each other. Schools that adopt and drop new reforms with every new research fad find themselves wasting resources and burning out. How can school leaders discern which trends are essential to school improvement? How can busy educators know which research is worth investing time in? What does the research look like in a real classroom, practiced by a real teacher? In this thorough, enlightening, and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching. Brought to an American audience for the first time, it's an indispensable primer for every teacher and school leader who wants to practice what good research says really works. Contributors: Contributors Assessment, Grading and Feedback: Dylan Wiliam & Daisy Christodoulou Behavior: Tom Bennett & Jill Berry; Classroom Talk and Questioning: Martin Robinson & Doug Lemov Learning Myths: David Didau & Pedro de Bruyckere Motivation: Nick Rose & Lucy Crehan Psychology and Memory: Paul Kirschner & Yana Weinstein Special Educational Needs: Jarlath O Brien & Maggie Snowling Technology: Jose Picardo & Neelam Parmar Reading and Literacy: Alex Quigley & Dianne Murphy
Hendrick, Carl and Macpherson, Robin (2017) What Does This Look Like in the Classroom? Bridging the Gap Between Research and Practice (Woodbridge:
John Catt Educational Ltd). Henley, Martin (2009) Classroom Management: A ...
Author: Ben Wright
Publisher: Crown House Publishing Ltd
Martha Boyne, Emily Clements and Ben Wright's Thrive: In your first three years in teaching equips trainee secondary school teachers with the know-how to lay the foundations for a successful career in teaching, long after the challenging first few years are over. Martha, Emily and Ben are thriving teachers. In Thrive they share their personal experiences and demonstrate how you too can thrive during the tricky training year, the daunting NQT year and the crucial RQT year. Using their collective insights, and plenty of evidence-informed strategies and advice, they detail how you can get to grips with the classroom basics from behaviour management and lesson planning to differentiation and providing for SEND and effectively continue your professional development. This book is not just a survival manual to help teachers get through their first three years in teaching. Nor is it an academic text that has been written by authors who have only a distant memory of what it takes to stand in front of a class of teenagers for the first time. Thrive is something very different. It gives both the aspiring and the newly qualified the support and guidance to become a thriving teacher, and has been co-authored by three recently qualified teachers who in this book invest their passion and practical knowledge to inspire and inform others who want to pursue enjoyable and rewarding careers in teaching. Thrive is divided into three parts specifically detailing what can be expected in the training year, NQT year and RQT year respectively with the authors' commentary threaded throughout to demonstrate how the ideas discussed can be successfully put into practice. Their accounts are also complemented by expert advice from two people who are at the very top of their profession, Lianne Allison and Dr Simon Thompson, who provide wider perspectives drawn from a wealth of teaching experience. Forty of the book's forty-six chapters begin with a checklist outlining what a developing teacher is expected to do, and each chapter ends with a to-do list that can be used as a quick reference point to structure the strategies implemented. These to-do lists are also followed by lists of suggested further reading so that readers can delve deeper into topics and fields of research that they find particularly interesting or relevant. Furthermore, the book offers helpful counsel on choosing the best training route as well as an in-depth analysis of the change in priorities for busy teachers as they progress: encouraging constant reflection, outlining potential pathways and emphasising the importance of evidence-based practice and how new teachers can, and should, incorporate this into their teaching. Rooted in practical strategies and innovative ideas, Thrive is the essential guide for trainee secondary school teachers and teacher trainers.
In Carl Hendrick and Robin Macpherson (eds), What Does This Look Like in the Classroom? Bridging the Gap Between Research and Practice (Woodbridge:
John Catt Educational). Didau, David and Nick Rose (2016) What Every Teacher
Author: Mark Enser
Publisher: Crown House Publishing Ltd
In Teach Like Nobody's Watching: The essential guide to effective and efficient teaching, Mark Enser sets out a time-efficient approach to teaching that will reduce teachers' workload and enhance their pupils' levels of engagement and attainment. At a time when schools are crying out for more autonomy and trust, teacher and bestselling author Mark Enser asks educators the critical question How would you teach if nobody were watching? and empowers them with the tools and confidence to do just that. Mark argues that a quality education is rooted in simplicity. In this book he convincingly strips away the layers of contradictory pedagogical advice that teachers have received over the years and lends weight to the three key pillars that underpin effective, efficient teaching: the lesson, the curriculum and the school's support structure. Teach Like Nobody's Watching explores these three core elements in detail, and presents teachers with a range of practical, time-efficient approaches to help them reclaim their professional agency and ensure that their pupils get the excellent education they deserve. Part I considers the individual lesson and explores how lessons can be built around four simple elements: recap, input, application and feedback. Each chapter considers one aspect of the lesson in turn and discusses its importance with a particular focus on how educational research can be applied to it in the classroom, how it might look in different subjects, and the potential pitfalls to avoid. Part II recognises that lessons don't happen in isolation but as part of a wider curriculum. This section tackles: the creation of a programme of study that takes pupils on a journey through your subject; the super-curriculum of what happens outside the classroom; the principles of assessment design; and how time in departments can be used to reduce workload and support a culture of excellence. Finally, Part III looks at the role of the wider school in supporting teachers to teach like nobody's watching and how leaders can help to set them free from some of the more burdensome pressures. In this section, Mark draws on the experience of school leaders in a range of different contexts to illustrate what they have done to support effective and efficient teaching in their schools. Suitable for all teachers in both primary and secondary schools.
Available at: http://www.digitalpromise.org/blog/entry/ask-the-cognitive-scientist-
retrieval-practice. ... What Does This Look Like in the Classroom? Bridging the Gap Between Research and Practice (Woodbridge: John Catt Educational).
Author: Jake Hunton
Publisher: Crown House Publishing Ltd
In Exam Literacy: A guide to doing what works (and not what doesn't) to better prepare students for exams, Jake Hunton focuses on the latest cognitive research into revision techniques and delivers proven strategies which actually work. Foreword by Professor John Dunlosky. 'Read, highlight, reread, repeat if such a revision cycle sounds all too wearily familiar, you and your students need a better route to exam success. And in light of the recent decision to make all subjects at GCSE linear, so that students will be tested in one-off sittings, it will be even more important that students are well equipped to acquire and recall key content ahead of their exams. In this wide-ranging guide to effective exam preparation, Jake Hunton casts a careful eye over a wide range of research into revision techniques and details the strategies which have been proven to deliver the best results. With plenty of practical suggestions and subject-specific examples, Exam Literacy provides teachers with user-friendly advice on how they can make the content they cover stick, and shares up-to-date, evidence-based information on: The nature of learning and the various types of memory. How to improve students' retention of knowledge and recall of content. Why popular revision techniques, such as rereading, highlighting and summarising,may not be as effective as you think. How revision strategies that have been identified as being more effective such as interleaving, elaborative interrogation, self-explanation and retrieval practice can be embedded into day-to-day teaching. How students can be encouraged to make use of these winning strategies when revising independently.
What does this look like in the classroom? Bridging the gap between research
and practice. Woodbridge: John Catt. Wiliam, D. (2018). Creating the schools our
children need: Why what we're doing right now won't help much and what we can
Author: Harry Fletcher-Wood
This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need – and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students. Effective practical strategies to address each of these problems across a range of subjects. Useful examples of each strategy in practice and accounts from teachers already using these approaches. Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes.
Hendrick, C. and MacPherson, R. (2017) What Does This Look Like in the Classroom? Bridging the Gap between Research and Practice. Melton: John Catt
. Hill, A., Mellon, L., Laker, B. and Goddard, J. (2016) 'The one type of leader who
Author: Gary Jones
A practical guide to evidence-based school leadership demonstrating the benefits that can be gained from engaging with robust educational research and offering clear guidance on applying meaningful lessons to practice.
Bridging the Gap Between Research and Classroom Practice Barry E.
McNamara ... you are probably wondering what students with learning disabilities look like in the classroom and in their homes . ... Rather , the litera - ture has
described a number of characteristics that , taken together , present a fairly well
Author: Barry E. McNamara
Publisher: Prentice Hall
Covering characteristics and methods, this comprehensive book discusses how to teach and understand students with learning and other mild disabilities. Each chapter includes case studies, examples, and narratives from teachers and professionals who work with preK-12 students with learning disabilities. Discussion of the IDEA Improvement Act of 2004 appears throughout, including topics such as: ADHD, inclusion, collaboration, families and communities, diversity and functional behavioral assessment.
Bridging the Gap Between Standards and Practice Page Keeley, Cheryl M. Rose
... emphasizes numbers and operations, with a significant amount of classroom
time devoted to addition and subtraction. ... discussions that led to many
questions, including: What does computational efficiency look like at each grade
level? ... What does the research say about this and how do we make a united
Author: Page Keeley
Publisher: Corwin Press
The Curriculum Topic Study (CTS) process provides a professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment.
BRIDGING THE GAP BETWEEN RESEARCH AND PRACTICE FOR SOCIAL
WORKERS to the reference - systems K ... It strikes me as very unlikely that
Newton would describe his experiences by saying , “ The investigator was sitting
under an apple tree when it appeared that an object that looked like an apple
either fell or was dropped upon the investigator ' s head . ... A look backward after
reviewing the first 100 manuscripts received as incoming editor of this journal
indicates that ...
The authors of Bridging Literacy and Equity set out to write a practicebased, easy
to read book about educational ... The book is targeted for classroom teachers
who do not have the time to read and decipher massive academic texts ... these
anxieties by synthesizing the major tenets of social equity teaching, and
demonstrating what they look like in the ... Another way to bridge the gap between theory and practice is to integrate multiple perspectives on targeted
issues of concern.
Author: Althier M. Lazar
Publisher: Teachers College Press
Extraordinary K–12 teachers show us what social equity literacy teaching looks like and how it advances children's achievement. Chapters identify six key dimensions of social equity teaching that can help teachers see their students' potential and create conditions that will support their literacy development. Serving students well depends on understanding relationships between race, class, culture, and literacy; the complexity and significance of culture; and the culturally situated nature of literacy. It also requires knowledge of culturally responsive practices, such as collaborating with and learning from caregivers, using cultural referents, enacting critical and transformative literacy practices, and seeing the capacities of English Language Learners and children who speak African American Language.
“Where medicine has biochemistry, and where agriculture has plant genetics,
education has cognitive psychology and brain science. These are the basic
sciences that are going to revolutionize the practice of education in the 21st
century. ... “Bridging the gap demands a level of cooperation and communication
and good will between researchers and educators ... A basic researcher like me
can't just say look at this awful gap, look at what they don't know and what they
Author: American psychological associationPublish On: 2003
Pre - test scores suggest that there exists a need for ergonomic education in classrooms . ... the Holy Cross , Worcester , MA ) Bridging the gap between research and practice : What will adolescents ' sleep - wake patterns look like in
the 21st century ? ... The data discussed in this chapter has not been presented
When I was a medical student in Jerusalem , the professor at the bedside would
ask for the patient ' s “ Riva Rocci ... age child finds it difficult to stay awake in the classroom • The school age child habitually falls asleep in the classroom or while
riding in a ... Bridging the gap between research and practice : What will
adolescent ' s sleep - wake patterns look like in the 21st century : In : Carskadon
MA , ed .
This volume summarizes research on important topics in cognitive research and discusses what must be done to apply this research in early elementary classrooms.
Author: S. Kenneth Thurman
This volume summarizes research on important topics in cognitive research and discusses what must be done to apply this research in early elementary classrooms. Purposefully, it focuses on areas of cognitive research that have only recently begun to be studied in early elementary classrooms or that, based on educational and psychological theory, appear to have the greatest implications for early classroom learning Part 1, "Cognitive Applications in Early Elementary Classrooms," examines topics germane to the cognitive functioning of young children: working memory, executive functioning, theory of mind, phonemic awareness, and neuropsychological processing in the context of early elementary classrooms. Part 2, "Considerations for Further Research: Methods, Policy, and Issues," looks at practical and methodological issues of which applied cognitive researchers must remain cognizant: methodology, research designs, the gap between science and policy and means by which this gap can be diminished, and the need to consider how issues like ecological validity, individual differences, treatment integrity, and the relation between assessment and intervention are integral to designing applied cognitive research studies. The current emphasis on empirically supported treatments and research-based teaching and intervention in the schools, and legislation such as No Child Left Behind and the Individuals with Disabilities Education Improvement Act, have focused attention on the scientific basis of educational practice. However, applying research to the environment of the schools is not an automatic process. Bridging the gap has several prerequisites: researchers must attend to the ecological validity of their studies, universities must incorporate the results of research into their pre-professional training programs, and schools must support their inservice staff in developing new knowledge and skills. Applied Cognitive Research in K-3 Classrooms contributes strongly to these goals, not only by providing researchers, professionals, and graduate students in the fields of cognitive psychology, school psychology, educational psychology, educational research, and early elementary-level education with current understanding but also helping to set an agenda for further research that applies cognitive psychology in early elementary classrooms.
(RS) ED 357 349 Boehnlein, James The Humanities Base Classroom:
Responding, Interacting, and Composing. ... Descriptors—Cultural Context,
Higher Education, 'Humanities Instruction, 'Interdisciplinary Approach, Theory Practice ... (SAM) ED 357 350 CS 213 803 Hemdl, Carl Taylor, Vicki What Does
Resistance Look Like in Non-Academic Discourse? ... previous preparation, and
experience; and bridging the gap between high school English teachers and
their college ...
Bridging. the. Gap. Between. Research. and. Practice. What's. Good,. What's. Bad
,. and. How. Can. One. Be. Sure? ... As expected of professors in universities like
relevance of the work of researchers and the vitality of the relamine, ...
Unfortunately, some of what quality of research and determine what research to
pay attention has made it into Ms. Doe's classroom ... derived. dards and
accountability movement are pressuring American A close look at how research
findings relating to ...
Author: Fred Schultz
This Thirty-Fifth Edition of ANNUAL EDITIONS: EDUCATION provides convenient, inexpensive access to current articles selected from the best of the public press. Organizational features include: an annotated listing of selected World Wide Web sites; an annotated table of contents; a topic guide; a general introduction; brief overviews for each section; a topical index; and an instructor’s resource guide with testing materials. USING ANNUAL EDITIONS IN THE CLASSROOM is offered as a practical guide for instructors. ANNUAL EDITIONS titles are supported by our student website, www.mhcls.com/online.
But it is a philosophy whose application to the classroom is immediate and
therefore whose ideas can be appropriated by us . ... The functions of production
and consumption in educational research , traditionally separated by the
institutions ... Discussion Bridging the Gap Bridging the gap between primary and
secondary stages of schooling has long been an accepted and ... Ironically ,
falling school rolls and financial cut - backs look like offering an opportunity to
change all that .
Author: ERIC Clearinghouse on Languages and LinguisticsPublish On: 1978
Consider , for example , the following piece of conversation between a nursery
school child and his teacher : David : Hey , you know what ? ... Word order and
the presence of a WH - word may be the identifying marks , as in the teacher ' s
question What do you mean . ... Utterances that look like questions may be used
to accomplish specific tasks in conversation , such as obtaining a turn to talk ... is
not only of interest to researchers but las tangible applications to the classroom
Author: ERIC Clearinghouse on Languages and Linguistics