Thomas L. Good Bücher

Looking in Classrooms, a well-known and well-respected authoritative source, offers a class-tested examination of the means and ways teachers best develop into successful professionals. Specifically, this text synthesizes the growing knowledge base about teaching and provides research-based and reader-friendly summaries about effective classroom practices. Professors Thomas L. Good and Jere E. Brophy also enhance professional development by offering information, guidelines, and observational tools that enable teachers to become more reflective about their work and encourage them to seek feedback from colleagues and students. Focusing on the basic and enduring attributes of the role of teachers, Looking in Classrooms emphasizes self-improvement and offers examples of outstanding classroom practices rather than merely suggesting "means of survival." Rich in examples and application suggestions, the book devotes particular attention to current issues, such as integrating traditional methods with constructivist, cooperative, and individualized learning methods; teaching classes of students who are heterogeneous in their achievement levels and cultural backgrounds; and collaborating with parents helping students who present chronic school adjustment problems.

Enhancing Teacher Education, Development, and Evaluation examines the complex role that recent educational reforms have played in the teaching profession. The failure of programs like Race to the Top to benefit teaching and learning outcomes has yielded many questions about what went wrong and how a research-based plan for true systemic progress could actually work. Covering inaccurate narratives about schools and student achievement, evidence for teacher effectiveness, and the history and repercussions of Race to the Top, this book culminates with a proposal for future research and policy initiatives that more accurately and more equitably prioritize the measurement and improvement of teaching and learning. Five concise yet comprehensive chapters invite teacher and principal educators, teachers and school leaders in training, district administrators, policymakers, and other stakeholders to better understand the implications of and possible paths beyond misguided reform efforts. An overview of the recent past and an inspiration for the immediate future, this definitive analysis offers insights into how more reasonable, empirically derived strategies will ultimately foster more successful schools.