By
R. Douglas Greer, Columbia University, New York, New York, U.S.A.
Description
The US Dept. of Education, in conjunction with the US Dept. of Health and Human Services, recently unveiled a $50 million effort to expand
research on early childhood cognitive development. A key issue identified requiring more information and research was the education
and professional development of educators. Along these lines, Doug Greer has prepared a book discussing how best to teach, how to design
functional curricula, and how to support teachers in using state-of-the-art science instruction materials.
The book provides important
information both to trainers of future teachers, current teachers, and to supervisors and policy makers in education. To trainers there
is information on how to motivate, mentor, and instruct in-service teachers to use the best scientifically based teaching strategies
and tactics. To in-service teachers, there is information on how to provide individualized instruction in classrooms with multiple learning
and behavior problems, school interventions to help prevent vandalism and truancy, and how curricula and instruction can be designed
to teach functional repetoirs rather than inert ideas. To policy makers and supervisors, the book discusses how to determine the effectiveness
of curricular innitiatives toward meeting mandated standards in national assessments.
Doug Greer was recently awarded the Fred S.
Keller Award for Distinguished Contributions to Education by APA for the research and application of the material covered in this book.
School programs incorporating the material used in this book have produced 4-7 times more learning outcomes for students than control
and baseline educational programs (see www.cabas.com)
The book provides research-based and field-tested procedures for:
* Teaching
students of all ability levels ranging from preschool to secondary school
* How to teach special education students in the context of
a regular classroom
* Best practices for all teachers to teach more effectively
* Means of monitoring and motivating teachers' practices
Included in series
Educational Psychology
Audience:
Teachers, school psychologists, policy makers, and researchers in educational psychology.
