Preface
Acknowledgements
Chapter 1: A Logic for Evidence-Based Practices in Teaching and
Learning
Chapter 2: What Goes On In Typical Classrooms?
Chapter 3: Instruction – Teacher Presentation, Use of Directions,
and Instructional Grouping
Chapter 4: Engagement: Teacher and Student Interaction as a
Predictor for Success
Chapter 5: Feedback: Positive and Negative Feedback Ratios as a
Predictor for Success
Chapter 6: Mediating Variables: Do Teacher and Student
Characteristics Make a Difference?
Chapter 7: Implications for the Field of Education
References
Appendices
About the Author
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.
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*
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