Teacher-student relationships: causes and consequences

Brophy, Jere E.

HOLT. RINEHART AND WINSTON

EDUCATION/ SOCIAL STUDIES   "… a much-needed addition to elementary social studies that will move the field ahead." Keith C. Barton, University of Cincinnati  "This text fills a valuable niche and should quickly become a leading reference for teachers and teacher educators." Linda S. Levstik, University of Kentucky  This book, resulting from a collaboration among an educational psychologist, a social studies educator, and a primary teacher, describes in rich detail and illustrates with excerpts from recorded lessons how primary teachers can engage their students in social studies lessons and activities that are structured around powerful ideas and have applications to their lives outside of school. The teaching portrayed connects concepts and skills emphasized in national and state standards, taught in ways that build on students’ prior experiences in their local communities and connect with their family backgrounds and home cultures.  The analyses include rich descriptions of the teacher-student interactions that occur during lessons, detailed information about how and why the teacher adapted lesson plans to meet her students’ background experiences and adjusted these plans to take advantage of teachable moments that emerged during lessons, and what all of this might imply concerning principles of practice. The principles are widely applicable in elementary schools across the country, as well as across the curriculum (not just in social studies) and across the elementary grades (not just the primary grades).

Inside the Social Studies Classroom

Routledge

This classic book provides a balanced, research-based overview of the most effective teaching methods and guides teachers to select appropriate methods by intelligent observation in their classrooms.  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. This book represents state-of-the-art research reviews in several areas including student motivation, classroom instruction and student learning, classroom management, and adapting instruction to the needs of individual students.  K-12 educators, administrators, and superintendents.

Looking in Classrooms (9th Edition)

Education & Teaching

Good, Thomas L.

Schools & Teaching

Allyn&Bacon

“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 includes: <ul>
<li>Two new chapters (Chapters 7 and 8) addressing student diversity—one from the standpoint of understanding and appreciating it, and one on how to use this knowledge to effectively construct instruction for a diverse student population. </li>
<li>A new chapter (Chapter 12) that provides the knowledge and skills for assessing student progress in both the active teaching perspective and the social constructivist perspective of active learning. </li>
<li>A new chapter (Chapter 13) that explores technology and its role in classroom learning and instruction, presenting techniques for deciding when to use technology and providing examples of good usage. </li>
<li>An increased emphasis on understanding the growing diversity of students’ instructional needs, providing new teachers with the insight and practical strategies necessary for successfully addressing the diverse learning needs of their students.</li> </ul>

Looking in Classrooms (10th Edition)

Pearson

Motivating Students To Learn

Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn. Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing "repair work" with students who have become discouraged or disaffected learners.

Motivating Students to Learn

Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn. Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing "repair work" with students who have become discouraged or disaffected learners.

This text presents a major advance in developing a knowledge base about children's historical learning and thinking. It questions the purposes and goals that different teachers establish for their history teaching, plus what children think and know about history.

Teaching and Learning History in Elementary Schools

Teachers' College Press

Book by Brophy, Jere E., Vansledright, Bruce

Teaching and Learning History in Elementary School

VanSledright, Bruce

Teachers College Pr

Turn homework into a meaningful learning experience that excites students! This step-by-step guide shows teachers how homework assignments can connect with the curriculum and with students’ lives. Moving beyond the current "homework debate," this resource provides: <ul>
<li>Effective homework strategies, sample assignments, and classroom-ready tools for all grade levels and numerous subject areas </li> <li>Richly detailed vignettes describing how real teachers have changed their homework practices, including do’s and don’ts</li> <li>Insights on how to use homework to promote parent involvement</li> <li>Guidance on how assignments can build 21st-century skills such as inquiry, problem solving, and collaboration</li> </ul>

Homework Done Right: Powerful Learning in Real-Life Situations

Alleman, Janet E

Knighton, Barbara L.

Ley, Robert T.

Botwinski, Benjamin C.

Middlestead, Sarah C.

Corwin

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Books by Brophy, Jere E.