Methods for Effective Teaching: Meeting the Needs of All Students, 8th edition
Published by Pearson (May 14, 2018) © 2019
- Paul R. Burden Kansas State University
- David M. Byrd University of Rhode Island
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For courses in general methods.
Research-based coverage of general teaching methods and contemporary strategies for K to 12 classrooms
Methods for Effective Teaching helps teachers with every aspect of their day-to-day responsibilities. Readers learn about everything from planning and choosing the right instructional strategies, to delivering lessons, managing the classroom, disciplining students, assessing progress, and collaborating with colleagues and parents to actively engage students in learning.
The 8th Edition covers contemporary issues such as culturally responsive teaching, differentiated instruction, technology, and data-driven decision making.
- Covers the most current, pressing issues facing today’s K-12 teachers such as culturally relevant instruction, student engagement, response to intervention (RTI), integrating technology in instruction, data-driven decision making, bullying, problem-based strategies, collaboration, achievement tests, teaching English learners, and differentiating instruction. New sections include:
- NEW: Making adjustments for student diversity (Ch. 9)
- NEW: Planning to integrate technology into instruction; planning for assessments; and planning for motivation (Ch. 3)
- NEW: Additional instructional approaches; flipped classrooms; and blended learning (Ch. 5)
- NEW: Engaging students in the learning process; motivating students to learn (Ch. 7)
- Connections to professional standards and assessments. Content has been designed to address expectations related to InTASC standards, and is consistent with the topics covered in teacher licensure exams, such as the Praxis PLT and performance assessment evaluations. Â
- Uses real-world Voices from the Classroom strategies from practicing teachers to describe how they address chapter topics in their own classrooms.
- Bolsters learning through a variety of pedagogical features including case studies, What Would You Decide? features, chapter objectives and outlines, key terms, suggested activities, discussion/reflection questions, further reading, and references.
Also available with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
- Embedded videos throughout the eText illustrate key concepts and strategies.
Check out the preface for a complete list of features and what’s new in this edition.
- Making adjustments for student diversity (Ch. 9)
- Planning to integrate technology into instruction; planning for assessments; and planning for motivation (Ch. 3)
- Additional instructional approaches; flipped classrooms; and blended learning (Ch. 5)
- Engaging students in the learning process; motivating students to learn (Ch. 7)
- Guiding behavior (Ch. 8)
- Assessment technologies; differentiating instruction with assessments (Ch. 11)
- Electronic gradebooks (Ch. 12)
Check out the preface for a complete list of features and what’s new in this edition.
PART I: FOUNDATIONS OF TEACHING METHODS
- Teaching Students in Today’s World
PART II: PLANNING INSTRUCTION
- Knowing and Connecting with Your Students
- The Fundamentals of Planning
- Planning Lessons and Units
PART III: SELECTING INSTRUCTIONAL STRATEGIES
- Teacher-Centered Instructional Strategies
- Student-Centered Instructional Strategies
- Strategies That Promote Understanding, Thinking, and Engagement
PART IV: MANAGING INSTRUCTION AND THE CLASSROOM
- Managing Lesson Delivery
- Classroom Management
- Classroom Discipline
PART V: ASSESSING AND REPORTING STUDENT PERFORMANCE
- Assessing Student Performance
- Grading Systems, Marking, and Reporting
PART VI: WORKING WITH OTHERS
- Collaborating with Colleagues and Families
About our authors
Paul R. Burden is an assistant dean and professor in the College of Education at Kansas State University, Manhattan, where he has supervised student teachers and taught courses on teaching methods, classroom management and discipline, foundations of education and instructional leadership. Currently, he is the college's accreditation coordinator. Previously, he was a middle-level science teacher in Buffalo, New York, and later earned his doctoral degree at The Ohio State University. He has received the College of Education's Outstanding Undergraduate Teaching Award at Kansas State University and the Distinguished Service award from the National Staff Development Council.
His publications include Classroom Management: Creating a Successful K to 12 Learning Community (2017, John Wiley & Sons), Countdown to the First Day of School (2006, National Education Association), Powerful Classroom Management Strategies: Motivating Students to Learn (2000, Corwin Press), as well as Establishing Career Ladders in Teaching (1987, Charles C Thomas). He served for 11 years as the editor of the Journal of Staff Development, a quarterly journal sponsored by the National Staff Development Council and he has presented over 70 papers at regional and national educational conferences in addition to authoring 15 articles and 4 book chapters.
Married with three children, Dr. Burden enjoys traveling with his family and working on genealogy. He can be contacted at Kansas State University, 7 Bluemont Hall, Manhattan, Kansas 66506; 785-532-5595; burden@ksu.edu.
David M. Byrd is director of the School of Education at the University of Rhode Island. He is a graduate of the doctoral program in teacher education at Syracuse University. Prior to coming to Rhode Island, he was an associate professor at Southern Illinois University. He has a long-term professional and research interest in programs for beginning teachers and teacher professional development.
Dr. Byrd has authored and coauthored over 30 articles, books and chapters. He has served as coeditor of the Association of Teacher Educators' Teacher Education Yearbook series (2000 to 2006). Yearbook titles that he edited include Preparing Tomorrow's Teachers: The Field Experience, Research on the Education of Our Nation's Teachers, Research on Career Long Teacher Education, Research on Professional Development Schools, and Research on Effective Models for Teacher Education. He has served as chairperson of the Research Committee for the Association of Teacher Educators and on the journal board for Action in Teacher Education. Dr. Byrd can be contacted at the University of Rhode Island, 706 Chafee Hall, Kingston, Rhode Island 02881; 401-874-5484; dbyrd@uri.edu.
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