PART 1: BASICS OF TEACHING AND LEARNING

Ch1: Theories of learning

Ch2: Direct Instruction

Ch3: Interactive teaching

Ch4: Collaborative small group work and peer tutoring

Ch5: Metacognition and thinking skills

Ch6: Subject knowledge

PART 2: CREATING A FRAMEWORK FOR LEARNING

Ch7: Classroom and behaviour management

Ch8: Classroom Climate

Ch9: Homework

PART 3: ADAPTING TEACHING

Ch10: Non-cognitive outcomes

Ch11: Additional learning needs

Ch12: Early years education

Ch13: Differentiation

PART 4: SUBJECT TEACHING AND ASSESSMENT

Ch14: Literacy

Ch15: Numeracy

Ch16: Assessment for learning

PART 5: DEVELOPING TEACHERS AND EDUCATION

Ch17: Continuing professional development

Ch18: Evaluating teacher performance

Ch19: International comparisons on teaching

Looking at the educational research behind a wide range of teaching topics, this book explores what the evidence shows about effectiveness of different approaches.

This new edition of the popular textbook digs into the research behind different aspects of teaching in order to give students an informed understanding of what underpins high quality teaching. It explores what the evidence shows about the effectiveness of different approaches, drawing from a variety of educational schools of thought. New to this edition: enhanced discussion of what we can learn from cognitive science research new chapters on metacognition and thinking skills, teacher subject knowledge, evaluating teacher performance, and international comparisons on teaching new Further Reading and Think Point features encouraging critical engagement with key research findings. This is essential reading for all students on initial teacher education courses including undergraduate, postgraduate, School Direct, Teach First and employment-based routes into teaching, and also qualified teachers wanting to deepen their understanding of educational research.

Daniel Muijs is Dean of the Faculty of Education and Society at Academica University of Applied Sciences in Amsterdam, and visiting professor at the University of Southampton. He has worked in education departments at a range of UK universities, as well as at Ofsted, the English inspectorate of schools and social care. He is an experienced quantitative researcher and has taught quantitative methods to students from undergraduate to PhD levels.