Introduction. Part I: Basic Processes: 1. What is Involved in Learning: Geoffrey Brown (University of East Anglia). 2. What is to be Learned: Clive Carre (University of Exeter). 3. Development and Learning: Richard Fox (University of Exeter). Part II: Contexts for Learning: 4. Learning in Classrooms: Anne Cockburn (University of East Anglia). 5. Learning Out of School: Charles Desforges (University of Exeter). Part III: Teaching and Classroom Management: 6. Direct Teaching: Chris Kyriacou (University of York). 7. Teaching Through Discussion: Richard Fox (University of Exeter). 8. Managing Through Groupwork: Neville Bennett (University of Exeter). 9. Organising Experience: Sarah Tann (Oxford Brookes University). 10. Teaching for Order and Control: Charles Desforges (University of Exeter). 11. Teaching for Autonomous Learning: Susan Nolen (University of Washington). 12. Teaching for Diversity: Phil Bayliss (University of Exeter). 13. Ethic and Gender Differences: Gaby Weiner (South Bank University). 14. Personal, Social and Moral Education: John Thacker (University of Exeter). 15. Managing Time: Neville Bennett (University of Exeter). Part IV: Assessment and Evaluation: 16. Approaches to Educational Assessment: Brian Dockrell (University of Newcastle). 17. Assessment, Teaching and Learning: Brain Dockrell (University of Newcastle). 18. Evaluation, Self-Appraisal and Reflection: Gareth Harvard (University of Exeter). References. Index.
Charles Desforges is Professor in the School of Education and Deputy Vice Chancellor at the University of Exeter.
"Takes as a basic premise that a major objective of teaching is
learning and that planning and preparing activities and laying good
social foundations are useful but only partial supplementary aims.
The psychological research mentioned is jargon free and explicitly
brought to bear on the practical problems teachers meet in
classrooms. Not at all glib or trivial." The Teacher Trainer "This
book is a rich source of materials for those starting out in their
teaching careers. It is well written and edited and comprises
chapters which summarise the issues and provide sound and useful
reviews of the literature." The British Psychological Society,
vol.67/1
"The book is well organised and edited, with a strong sense of
purpose and direction."
"This book is a rich source of materials for those starting out in
their teaching careers. It is well written and edited and comprises
chapters which summarise the issues and provide sound and useful
review of the literature. The book does indeed have a psychological
research and perspectives in the development of teachers, and hence
in support of children's learning." Geoff Lindsay, University of
Warwick, British Journal of Educational Psychology
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