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Instructional risk in education : why instruction can fail

Author: S McNaughton
Publisher: London : Routledge, 2018. ©2018
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
"This book is based on the idea that instruction carries in-built risks, and instructional practices can be counterproductive unless used with care. Referencing a wide range of approaches to increasing effectiveness, Instructional Risk provides an explanation of why some forms of instruction are less powerful than they should be. Elaborating on rather than advising against these forms of instruction, it illustrates  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: S McNaughton
ISBN: 9781351129206 1351129201 9781351129183 135112918X 9781351129190 1351129198 9781351129176 1351129171
OCLC Number: 1028607309
Description: 1 online resource
Contents: The idea of risk --
Too much support --
Teaching routines that cause procedural displays --
Scaffolds that limit learning --
Isolating components and compartmentalising learning --
Feedback which undermines agency --
Too little support --
Discovery and little learning --
Inquiry and ineffective learning --
Learner agency digital learning and a new romanticism --
Misdirected support --
Assessment and the risk of restricting learning --
Focusing on the familiar and reducing transfer --
Grand designs for teaching, learning and research.
Responsibility: Stuart McNaughton.

Abstract:

"This book is based on the idea that instruction carries in-built risks, and instructional practices can be counterproductive unless used with care. Referencing a wide range of approaches to increasing effectiveness, Instructional Risk provides an explanation of why some forms of instruction are less powerful than they should be. Elaborating on rather than advising against these forms of instruction, it illustrates how teachers can use instructional practices effectively through managing risk and being adaptive in their use of them in the many and dynamic microsystems of the classroom. The book is unique in bringing together disparate evidence from a range of research areas and across core curriculum areas of English Language Arts, mathematics and science, for a theory of Instructional Risk; the basic proposition for which is that instructional approaches carry known and predictable risks. The book focuses on the expertise required to overcome risks, which are exaggerated for children from communities not well served by our schools. The book is also a critique of research that is 'programmatic' and limited to experimental evidence and summaries of that evidence which are uncritically developed into statements about What Works.Made to be both an explication of the theory through repeated examples as well as a technical resource, this book will be vital reading for lecturers and postgraduate students of Education and Educational Psychology."--Provided by publisher.

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Instructional Risk in Education: Why Instruction Can Fail is a thoughtful and provocative book that deserves to be widely read and discussed. At the heart of it are analyses of the types of knowledge Read more...

 
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