Evidence-based best practices that improve classroom environments and assessment techniques!

If your goal is a smoother-running, participatory classroom and improved student achievement, you'll find essential best practices in this new resource, edited by a renowned education scholar, Robert Slavin.

Dr. Robert Slavin, Professor and Chairman of the Success for All Foundation, has gathered insights and findings from 26 leading education researchers, presented in succinct chapters focused on key aspects of teaching and classroom management practice. Readers will find: Strategies for assessment that address formative approaches, differentiated classrooms, the role of feedback in the assessment process, adaptation for the Common Core, and more; Proven techniques for classroom management, including immediate, positive steps that teachers can take; User-friendly content supported by quick-read charts and graphs

Drawing from the leading international experts in the field of teaching and originally published in the journal Better: Evidence-Based Education, this is a valuable new resource for education leaders at all levels.

Improving Teaching in Science and Mathematics

Improving teaching in science and mathematics
ClaudiaFischer and KarenRieck

Claudia Fischer and Karen Rieck report on their experiences with a German professional development program.

Teaching aims to improve students' competencies and to help them reach and exceed their full potential in a certain domain. Teachers have to ensure that the process of competence development is effective. The reality in German classrooms has not yet reached these objectives, as international comparative studies such as Trends in International Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and Progress in International Reading Literacy Study (PIRLS) have indicated. The TIMSS Video Study showed that German teachers were not aware of the central problems of classroom instruction, could not easily deal with the heterogeneity ...

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