Classroom Instruction that Works:Research-Based Strategies for Increasing Student Achievement - Robert Marzano - 9780131195035 - Education - Educational Psychology - Pearson Education Schweiz AG - Der Fachverlag fuer Bildungsmedien - 978-0-1311-9503-5
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Classroom Instruction that Works:Research-Based Strategies for Increasing Student Achievement
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Titel:   Classroom Instruction that Works:Research-Based Strategies for Increasing Student Achievement
Reihe:   Allyn & Bacon
Autor:   Robert J. Marzano / Debra J. Pickering / Jane E. Pollock
Verlag:   Pearson Education
Einband:   Softcover
Auflage:   1
Sprache:   Englisch
Seiten:   192
Erschienen:   September 2005
ISBN13:   9780131195035
ISBN10:   0-13-119503-4
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Classroom Instruction that Works:Research-Based Strategies for Increasing Student Achievement

Description

For courses in Educational Psychology, Advanced Educational Psychology, and General Methods for the elementary, middle school, or secondary levels.

This brief text is a perfect resource for all educators seeking research on the best strategies for raising student achievement through classroom instruction.  A guide for educators of students in K-12, readers will find a wealth of research evidence, statistical data, and case studies.  Nine categories of instructional strategies that maximize student learning are introduced, along with the pertinent information to understand and synthesize each. 


Features

Research evidence, statistical data, and case studies on strategies for raising student achievement and by how much.

Nine categories of instructional strategies are addressed--authors explain how these strategies maximize student learning and the details of each including:

  •     Studies in effect size and percentile gain units
  •     Guiding principles for using the strategies
  •     Classroom examples of model instructional practice
  •     Charts, frames, rubrics, organizers, and other tools--will help teachers to apply the strategies immediately in the classoom.
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Table of Contents

List of Figures

Chapter 1.    Applying Research on Instruction: An Idea Whose Time Has Come

Research-Based Strategies

Chapter 2.    Identifying Similarities and Differences

Chapter 3.    Summarizing and Note Taking

Chapter 4.    Reinforcing Effort and Providing Recognition

Chapter 5.    Homework and Practice

Chapter 6.    Nonlinguistic Representations

Chapter 7.    Cooperative Learning

Chapter 8.    Setting Objectives and Providing Feedback

Chapter 9.    Generating and Testing Hypotheses

Chapter 10.    Cues, Questions, and Advance Organizers

Specific Applications

Chapter 11.    Teaching Specific Types of Knowledge

Chapter 12.    Using the Nine Categories in Instructional Planning

Chapter 13.    Afterword

Appendix:    Conversion Table for Effect Size/Percentile Gain

References

Index

About the Authors
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