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[null,"1.","Record Nr.",null,"UNINA9910585772003321"]
[null,null,"Autore",null,"Hornby Garry"]
[null,null,"Titolo",null,"Essential evidence-based teaching strategies : ensuring optimal academic achievement for students / / Garry Hornby, Deborah Greaves"]
[null,null,"Pubbl/distr/stampa",null,"Cham, Switzerland : , : Springer, , [2022]"]
[{"$nulls":4},"©2022"]
[null,null,"ISBN",null,"3-030-96229-6"]
[null,null,"Descrizione fisica",null,"1 online resource (161 pages)"]
[null,null,"Disciplina",null,"371.102"]
[null,null,"Soggetti",null,"Teaching"]
[{"$nulls":4},"Educational psychology"]
[{"$nulls":4},"Ensenyament"]
[{"$nulls":4},"Psicologia pedagògica"]
[{"$nulls":4},"Llibres electrònics"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Includes index."]
[null,null,"Nota di contenuto",null,"Intro -- Foreword -- Foreword -- Preface -- Acknowledgments -- Contents -- About the Authors -- Chapter 1: Importance of Evidence-Based Teaching Strategies -- Rationale for the Book -- Importance and Challenges of Using Evidence-Based Teaching Strategies -- Sources of Evidence-Based Practice -- Example of Evidence from the Above Sources on a Well-Known Intervention -- Interventions That Are Not Evidence-Based Practices -- Ability Grouping -- Learning Styles -- Irlen Lenses -- Key Evidence-Based Practices for Education -- Conclusion -- References -- Chapter 2: Teacher-Student Rapport -- Rationale -- Listening Skills -- Attentiveness -- Passive Listening -- Paraphrasing -- Active Listening -- Assertion Skills -- Basic Elements of Assertiveness -- Physical Assertiveness -- Vocal Assertiveness -- Assertion Muscle Levels -- Giving Constructive Feedback -- Describe -- Express and/or Explain -- Specify -- Consequences -- Preparation and Delivery -- Responding to Criticism -- Step One: Listening to the Criticism -- Step Two: Deciding on the Truth -- Step Three: Responding Assertively -- Step Four: Letting Go -- Dealing with Aggression -- Problem-Solving -- Teaching Programs of Social and Emotional Development -- Circle Time -- Incredible Years Programs -- Teacher Skills for Leading Social and Emotional Learning Programs -- Conclusion -- References -- Chapter 3: Formative "]
[{"$nulls":4},"Assessment -- Rationale -- Theory -- Performance Feedback -- Formative Assessment Practices -- Planning -- Frequency and Timing -- Using Formative Assessment Information -- Setting Goals for Learning: Where Is the Learner Going? -- Monitoring the Learner: Where Is the Learner Functioning Now? -- Practices That Support Formative Assessment -- Observation -- Questioning -- Self-Reflection -- Criterion-Based Assessments -- Cooperative Learning Strategies."]
[{"$nulls":4},"Formative Assessment Strategies for Preschool and Elementary Students -- Experiential Learning with Targeted Observation -- Strategies for Middle and High School Students -- Rubrics -- Entrance and Exit Tickets -- Checklists -- Conclusion -- References -- Chapter 4: Direct Instruction -- Rationale -- Historical Development -- Overview of Direct Instruction Programs -- Published Programs -- Principles of Direct Instruction -- Classroom Practices -- Planning for Instruction -- Students' Existing Knowledge and Skills -- Engaging Students -- Adapting to the Needs of Older Students -- During the Lesson -- Setting Learning Intentions -- Scaffolded Instruction -- Demonstration and Modeling -- Guided Practice -- Independent Practice -- Feedback and Verification -- Direct Instruction Strategies for Preschool and Elementary Students -- Reading Recovery -- Shared Reading -- Strategies for Middle and High School Students -- Scaffolding with Socratic Circles -- Explicit Instruction -- Conclusion -- References -- Chapter 5: Cooperative Learning -- Rationale -- Theory -- Positive Interdependence -- Group Sharing -- Role-Playing -- Individual Accountability -- Group Recitation of a Poem or Oral Retelling of a Story -- Group Study with Random Checking -- Face-to-Face Promotive Interaction -- Blind Drawing -- Parking Lot -- Social Skills -- Activities to Encourage Participation, Turn-Taking, and Respect-Building Skills -- Group Processing -- Planning for Cooperative Instruction -- Selecting Assignments -- Purpose of Groups -- Factors to Consider When Forming Groups -- Rewarding in a Cooperative Environment -- Establishing Work Habits and Behaviors -- Modeling of Expectations and Routines -- Setting Norms and Clarifying Rules and Responsibilities -- Making Cooperative Learning Strategies Part of Classroom Routines."]
[{"$nulls":4},"Cooperative Learning Strategies for Elementary Students -- Numbered Heads Together (Kagan 1994) -- Four Corners -- Cooperative Learning Strategies for Middle and High School Students -- Jigsaw (Aronson &amp -- Patnoe 1997) -- Student Teams Achievement Divisions (STAD) (Slavin 1995) -- Group Investigation (Sharan and Sharan 1990) -- Conclusion -- References -- Chapter 6: Peer Tutoring -- Rationale -- Theory -- Peer Tutoring Models -- Planning for Peer Tutoring -- Building Effective Peer Tutoring Teams -- Creating an Appropriate Climate of Sharing -- Establishing Learning Structures to Improve Knowledge and Accuracy -- Identifying Learning Outcomes -- Clarifying Tutoring Methods -- Monitoring Progress and Providing Feedback -- Peer Tutoring Strategies for Elementary Students -- Class-Wide Peer Tutoring -- Reciprocal Peer Tutoring -- Peer Tutoring Strategies for Secondary Students -- Peer-Assisted Learning Strategies (PALS) -- Peer Editing -- Conclusion -- References -- Chapter 7: Metacognitive Strategies -- Rationale -- Theory -- Study Skills -- Concept Mapping -- Mnemonics -- SQ3R Reading Method -- Reciprocal Teaching -- KWL -- Anticipation Guide -- Think Aloud -- Additional \"Think-Aloud\" Tips -- Conclusion -- References -- Chapter 8: Functional Behavior Assessment -- Rationale -- Theory -- Preventative Measures -- School-Wide Supports -- Classroom Supports -- Establishing Clear Rules -- Managing Noise, Movement, "]
[{"$nulls":4},"and Transitions -- Establishing Classroom Incentives -- Enhancing Engagement -- Building Relationships and Peer Support -- Individual Supports -- Conducting a Functional Behavior Assessment (FBA) -- Involving Parents, Teachers, Students, and Relevant Staff -- Functional Analysis -- Descriptive Assessment -- Indirect Assessment -- Developing Behavior Intervention Plans (BIP) -- Implementing the BIP -- Monitoring and Modifying the BIP."]
[{"$nulls":4},"Strategies for Preschool and Elementary Students -- Visual Schedules -- Check-in and Checkout -- Strategies for Middle and High School Students -- The Student-Teacher Game -- Behavior Contracts -- Conclusion -- References -- Chapter 9: Parental Engagement -- Rationale -- Barriers to Effective Parent Involvement -- Theoretical Approach to Facilitating Effective Parent Engagement -- Parental Needs -- Channels of Communication -- Liaison with School Staff -- Parent Education -- Parent Support -- Parental Contributions -- Policy Formation -- Acting as a Resource -- Collaborating with Teachers -- Sharing Information on Children -- Strategies and Interventions for Effective Parental Engagement -- Strategies for Encouraging Parents into School -- Parent-Teacher Meetings -- Written Communication -- Telephone Contacts -- Technological Options for Communication -- Home Visits -- Attitudes and Beliefs on Working with Parents -- Examples of PI and PE at Various Stages of the Education System -- Early Years Examples -- Elementary School Examples -- Middle School Examples -- High School Examples -- Conclusion -- References -- Chapter 10: Implementation of Evidence-Based Teaching Strategies -- Rationale for Focusing on Implementation -- Barriers to the Use of Evidence-Based Strategies -- Factors Facilitating the Use of Evidence-Based Teaching Strategies -- Sustaining the Use of Evidence-Based Teaching Strategies -- Conclusion -- References -- Index."]