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close this bookTeaching (IAE - IBE - UNESCO, 34 p.)
View the document(introduction...)
View the documentThe International Bureau of Education - IBE
View the documentSeries preface
View the documentOfficers of the International Academy of Education
View the documentIntroduction
View the document1. A supportive classroom climate
View the document2. Opportunity to learn
View the document3. Curricular alignment
View the document4. Establishing learning orientations
View the document5. Coherent content
View the document6. Thoughtful discourse
View the document7. Practice and application activities
View the document8. Scaffolding students’ task engagement
View the document9. Strategy teaching
View the document10. Co-operative learning
View the document11. Goal-oriented assessment
View the document12. Achievement expectations
View the documentConclusion
View the documentReferences
View the documentThe International Academy of Education

Series preface

This booklet on the generic aspects of effective teaching has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. One mission of the International Academy of Education is to foster scholarly excellence in all fields of education. As part of this mission, the Academy provides timely syntheses of research on educational topics of international importance. This booklet is the first in a series on educational practices that generally improve learning. It focuses on the most central act of education-teaching.

The author is Jere Brophy, who is University Distinguished Professor of Teacher Education at Michigan State University and a Fellow of the International Academy of Education. He is well known both for his personal contributions to educational research and for his policy-oriented syntheses of work on various aspects of classroom teaching. He was one of the developers of process/product research, which examines relationships between teaching practices and student outcomes. Also, he has contributed to research and scholarship concerning teachers’ attitudes, beliefs and expectations, including self-fulfilling prophecy effects; the interpersonal dynamics of teacher/student interaction; classroom management; student motivation; the analysis of instructional materials and learning activities; and the teaching of school subjects for understanding, appreciation and life application.

The Academy is grateful to Professor Brophy for planning, drafting and revising this booklet. Professor Brophy wishes to thank Lorin Anderson, Erik De Corte. Barry Eraser and Herbert Walberg for their comments on previous drafts of the booklet, and June Benson for her assistance with manuscript preparation.

The officers of the International Academy of Education are aware that this booklet is based on research carried out primarily in economically advanced countries. The booklet, however, focuses on aspects of teaching that appear to be universal in much formal schooling and thus seem likely to be generally applicable throughout the world. Even so, the principles need to be assessed with reference to local conditions, and adapted accordingly. In any educational setting, guidelines for practice require sensitive and sensible application and continuing evaluation of their effectiveness.

Editor, Educational Practices Series
University of Illinois at Chicago