Looking in Classrooms

by Thomas L. Good, Jere Brophy

“If there is one book that should be kept in their professional library, it is this one!” —Maria Yon, University of North Carolina, Charlotte “I respect Good and Brophy and trust their book for valid information that new teachers need to know.” —Susan C. Scott, University of Central Oklahoma “Good and Brophy explain better than anyone else—questioning, teacher expectations, active teaching, a very level-headed approach to constructivist teaching, to name just a few favorites—and I find this text to be superior to what I can assemble.” —Janet Stivers, Marist College Widely considered to be the most comprehensive and authoritative source available on effective teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom teaching, teacher expectations, and adapting instruction for individual learners. In over three decades of continuous publication, this book represents state-of-the-art research in several areas including student motivation, classroom instruction and student learning, classroom management, and adapting instruction to the needs of individual learners. It addresses the core topics of classroom instruction in an accessible fashion, promoting easy transfer to classroom practice. The book also provides useful information about how to use quantitative and qualitative observational techniques for describing and improving instruction. New to This Edition Completely revised and rewritten, this new edition reflects the latest in instructional research and

Genres: Education, Nonfiction, Teaching

424 pages, Paperback

First published August 1, 1978

Reviews

[Norm · Rating 3 out of 5]

Didn't read everything, but covered the material for Advanced Educational Psychology. Good and Brophy have a nice style, but they're rather fond of self-reference. I'll probably keep this one on the shelf for a couple years as a reference, then re-evaluated whether there's anything there that I really need.

[Trish Bodine · Rating 4 out of 5]

As a textbook for a class, it was well rounded in the content for effective teaching. Many research based strategies presented, and in our class we did find where some citations were taken out of context or misquoted. Overall, it is a good reference book.