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A Conception of Teaching
The literature of the behavioural and social sciences is full of theory and research on learning and memory. Teaching is comparatively a stepchild, neglected by those who have built a formidable body of theories of learning and memory. However, teaching is where learning and memory theory should pay off. "A Conception of Teaching" dedicates a chapter to each of the following important components: the need for a theory; the possibility of a theory; the evolution of a paradigm for the study of teaching; a conception of the process of teaching; a conception of the content of teaching; a conception of students’ cognitive capabilities and motivations; a conception of classroom management; and the integration of these conceptions. Written in a highly accessible style, while maintaining a base in research, Dr. Nathaniel L. Gage presents "A Conception of Teaching" with clarity and well situated within current educational debates.
Educational Psychology
Educational Psychology, 6/e, offers a unique set of teaching methods chapters that demonstrate how research applies in today's classrooms. The Sixth Edition features lively classroom scenarios and offers learning tools designed to prompt critical thinking and comprehension.
Hard Gains in the Soft Sciences
This monograph updates a 1978 publication titled "The Scientific Basis of the Art of Teaching." Based on lectures presented during the 1983-84 academic year, this work discusses research on teaching to provide a substantial scientific basis for the art of teaching and for the education of teachers in that art. For several decades, one research reviewer after another concluded that relationships between teaching practices and educational outcomes were not evident. The negative consensus was largely due to a simple but widespread fallacy: the fallacy of taking seriously the statistical significance of statistically weak single studies. Recent meta-analysis has improved the procedures for drawing conclusions from any set of studies of relationships between roughly similar variables. Divided into three chapters, this book: (1) reviews the research gains made evident through meta-analysis; (2) discusses the application of these gains for the improvement of teaching practices and teacher education; and (3) considers the process-product, ethnographic-sociolinguistic, and other paradigms for research on teaching to improve these gains. Six pages of references conclude the document. (PN)
