This text is designed to provide readers with comprehensive, up-to-date, research-based coverage of general teaching methods. It is a scholarly synthesis of the research base on effective K-12 teaching, yet is written and formatted in a way that is easy to read, understand, and apply.
A unique combination of content setting this book apart from others includes working with parents, establishing a cooperative classroom, motivating students, guiding student study, providing for individual differences, and grading and reporting. Its pedagogical features ensure that the text is reader-friendly and practically oriented.
The fourth edition of Methods for Effective Teachingprovides research-based coverage of general teaching methods while emphasizing contemporary issues such as promoting student understanding, creating a learning community, differentiating your instruction, and making modifications in instruction due to student differences. The content is applicable for teachers at all levels–elementary, middle, and high school. All content is aligned to professional standards. The numerous features, tables, and lists of recommendations ensure that the text is reader-friendly and practically oriented.
Its unique content includes strategies to promote student understanding, differentiate your instruction, manage lesson delivery, apply motivational techniques for instruction and assessment, and work with colleagues and parents. In addition, thorough coverage of classroom management and discipline is provided, along with ways to create a positive learning environment.
New to This Edition
· A new chapter (Ch. 7) on “Strategies that Promote Student Understanding”.
· Major revision of Chapter 1 on “The Teacher as a Decision Maker”.
· New sections on managing student work, record keeping, and reporting.
· New sections on principles for working with students to prevent misbehavior, maintaining appropriate student behavior, and dealing with chronic misbehaviors.
· Increased coverage of teacher dispositions, integrating technology in instruction, No Child Left Behind, standards, and assessments.
· Expanded discussion of implications for diverse classrooms and differentiating instruction.
· A new feature in each chapter titled “Sample Standards” showing representative knowledge, dispositions, and skills.
· Tables showing how standards from INTASC, Praxis II Principles of Learning and Teaching, Praxis III, and the National Board of Professional Teaching Standards are addressed in the book.
· Fifteen new Voices from the Classroom teacher testimonials.
About the Authors
PAUL R. BURDEN is professor and assistant dean in the College of Education at Kansas State University. He is the author of three other books on classroom management and student motivation.
DAVID M. BYRD is a professor and director of the School of Education at the University of Rhode Island. He has served as co-editor of the Teacher Education Yearbook series and has written numerous book chapters and articles.
