000			03997nam a2200421Ka 4500
001			ocn663476321
003			OCoLC
005			20210303085423.0
006			m d
007			cr un|||||||||
008			100910s2001 ne a ob 000 0 eng d
020			_a9781849500401 (electronic bk.) : _c£90.95 ; € 132.95 ; $147.95
020			_a1849500401 (electronic bk.) : _c£90.95 ; € 132.95 ; $147.95
020			_z0762306157 (hbk.)
020			_z9780762306152 (hbk.)
040			_aZJC _beng _cZJC
050	0	0	_aLB1027 _b.S88 2001
072		7	_aJNT _2bicssc
072		7	_aEDU029000 _2bisacsh
080			_a37.01
082	0	4	_a371.102 _222
245	0	0	_aSubject-specific instructional methods and activities _h[electronic resource] / _cedited by Jere Brophy.
250			_a1st ed.
260			_aAmsterdam : _bNew York : _bJAI, _c2001.
300			_a1 online resource (viii, 468 p.) : _bill.
490	1		_aAdvances in research on teaching, _x1479-3687 ; _vv. 8
504			_aIncludes bibliographical references.
520			_aThis volume explores the tension between the search for generic principles of good teaching that cut across school subjects and the belief that portrayals of best practices ought to be framed separately for each subject. Its contributors all favor teaching in ways that encourage students to learn each subject with understanding of its big ideas, appreciation of its value, and acquisition of the disposition to apply it in their lives outside of school. They consider curricular, instructional, and assessment aspects of best practices that foster this kind of learning in fourteen school subjects, focusing on instructional methods and learning activities. In the introduction, Editor Jere Brophy presents twelve generic guidelines for good teaching that he believes represent current consensus about best practices that should be applicable to any school subject. Then, leading scholars concerned with curriculum and instruction in particular school subjects (beginning reading, content area reading and literature studies, writing, number, geometry, biology, physics, chemistry, earth science, history, physical geography, cultural studies, citizenship education, and economics) synthesize current thinking about best practices in teaching their respective subjects, commenting on the applicability of generic principles but focusing on subject-special goals and methods. These state-of-the-field contributions take into account not only relatively formal research, but also the wisdom of practice as represented in standards documents, case studies of good teaching, and the methods and activities commonly recommended in subject-specific teacher education texts. The fourteen chapters examine best practices with a much closer lens than more conventional approaches that consider language arts, mathematics, science, and social studies teaching in general but do not focus on the strands that compose these four broad curricular areas. In a final discussion chapter, Brophy draws from these chapters to reassess the applicability of generic guidelines across subjects and to identify commonalities and points of contention in what the authors have to say about instructional materials, content representations, discourse management, learning activities, assessment, technology, and other factors involved in teaching school subjects effectively.
588			_aDescription based on print version record.
650		0	_aEffective teaching.
650		7	_aTeaching skills & techniques. _2bicssc
650		7	_aEducation _xTeaching Methods & Materials _xGeneral. _2bisacsh
700	1		_aBrophy, Jere E.
776	0	8	_iPrint version: _tSubject-specific instructional methods and activities. _b1st ed. _dAmsterdam : New York : JAI, 2001 _z0762306157 _w(DLC) 00066275 _w(OCoLC)45388681
830		0	_aAdvances in research on teaching ; _vv. 8.
856	4	0	_uhttps://www.emerald.com/insight/publication/doi/10.1016/S1479-3687(2001)8
913			_1SSbacklist
999			_c32100 _d32100