MARC details
| 000 -LEADER |
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| fixed length control field |
08290pam a22004337a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
17560496 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20241206152843.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
121212s2013 vraa b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2012515178 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780170223881 (pbk.) |
| 037 ## - SOURCE OF ACQUISITION |
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| Source of stock number/acquisition |
Level 8, 80 Dorcas Street, South Melbourne VIC 3205 |
| 040 ## - CATALOGING SOURCE |
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| Language of cataloging |
eng |
| Transcribing agency |
Foundation University |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
lccopycat |
| 043 ## - GEOGRAPHIC AREA CODE |
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| Geographic area code |
u-at--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB 1027.4 |
| Item number |
.2022 K55 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Killen, Roy, |
| Dates associated with a name |
1947- |
| Relator term |
author. |
| 9 (RLIN) |
8869 |
| 245 10 - TITLE STATEMENT |
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| Title |
Effective teaching strategies : |
| Remainder of title |
lessons from research and practice / |
| Statement of responsibility, etc. |
Roy Killen and Mitch O'Toole. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
8th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
South Melbourne, Vic. : |
| Name of publisher, distributor, etc. |
Cengage Learning Australia, |
| Date of publication, distribution, etc. |
c2022. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xviii, 506 p. : |
| Other physical details |
ill. (chiefly color) ; |
| Dimensions |
25 cm. |
| 500 ## - GENERAL NOTE |
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| General note |
Includes bibliographical references (p. 455-485) and index. |
| 500 ## - GENERAL NOTE |
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| General note |
Previous ed.: 2009. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Overview<br/>Effective Teaching Strategies: Lessons from Research and Practice provides a practical overview of nine common teaching strategies used in all levels of education and training from early childhood through to higher education.<br/>Initial chapters discuss the range of teaching strategies, the Australian Curriculum framework and introduce the key principles of quality teaching and learning. These ideas are then applied through chapters devoted to different teaching strategies: direct instruction, discussion, small-group work, cooperative learning, problem solving, inquiry, role-play, case study and student writing. This structure, and balance between theory and very practical strategies, makes this market-leading text a valuable resource for students to use across multiple courses – especially in their professional placement – as well as in their future classrooms.<br/>Instructor resources include NEW instructor guide and updated PowerPoints and lesson planning documents |
| Statement of responsibility |
Meet the Authors:<br/><br/>Roy Killen<br/>Roy Killen was formerly an Associate Professor in the School of Education at the University of Newcastle, Australia, and an Extraordinary Professor in the Faculty of Education at the University of Pretoria, South Africa. He lectured in teacher education for 25 years, specialising in teaching strategies, assessment, curriculum development and reflective teaching. For approximately 10 years, he collaborated with South African lecturers and teachers to assist them to make the transition from content-based to outcomes-based teaching practices. He has worked closely with Australian teachers, including several years as Researcher in Residence at Callaghan College, Jesmond, NSW, to expand his understanding of the challenges facing teachers today. Prior to entering teacher education he had careers as an engineer and a TAFE teacher. He has continued his interest in vocational education by working with Registered Training Organisations and by co-authoring texts for training programs and for vocational courses in schools. He regularly presents educational programs for photography clubs, and judges local, national and international photographic competitions.<br/>Mitch O'Toole<br/>Mitch O’Toole has long been involved in the preparation of resources for science teachers who have become conscious of the language component of their expectations of students at various levels of education. He is employed by the School of Education at the University of Newcastle, Australia, where he formerly acted as Deputy Head of School (Teaching & Learning) and convened the science education teacher preparation programs. Mitch currently supervises a wide range of Research Higher Degree projects. His major research interests are in the impact of language style on science teaching, the interaction between student and teacher understandings of the history and nature of science; the environment; and of information and communication technology. He has published many articles in both national and international journals as well as textbooks and research-based teacher resource books for teacher preparation and teaching. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
What's New <br/>NEW Chapter 1, 'Frameworks for thinking about teaching' draws out the unique strategy of this text for pre-service teachers<br/>Enhanced layout and NEW full-colour visual design for improved student navigation of the key issues, theories and concepts covered in this valuable resource for pre-service and graduate teachers<br/>NEW Appendix: 'Techniques to support teaching strategies' to bring all the information about techniques into a single place rather than have it scattered through the text. This appendix provides supporting information for all the strategy chapters (Ch 7 to 15)<br/>Pre-service teachers build their professional vocabulary with important key terms which are marked in bold in the text and with a NEW glossary with key term definitions<br/>NEW Instructor guide, created by the author team, with guidance for instructors on how to get the most out of each chapter and suggested tutorial activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Features <br/>In-depth discussion of nine of the most frequently used teaching strategies, progressing from the most teacher-centred (direct instruction) to the most student-centred (writing) strategies. Each of these teaching strategy chapters is self-contained so they can be studied in any order<br/>Uncover how and why experienced teachers put particular strategies and techniques into practice by following the interview questions in the 'Different perspectives' boxes<br/>'At a glance' boxes help students to quickly assess when to use, or NOT use, each strategy. And the 'Compare and contrast' boxes help students to explore the similarities and differences between various teaching strategies<br/>Teaching and learning activities encourage readers to apply ideas to their own teaching specialisation in practice.<br/>The end-of-chapter Study Tools section provides students with 'Review and reflect on your learning' questions and a list of reputable weblinks directing students to follow up on ideas presented and find examples of their application<br/>Coverage of the importance of being a reflective teacher: helps readers to learn to reflect on their philosophy of teaching and determine which teaching strategy to use in different situations<br/>Instructor Website - Your #1 resource for your course. This tailored collection of teaching tools includes downloadable PowerPoint lecture slides, Instructor's Guide and lesson plan resources for students. New to this edition is the Instructor's Guide. The Instructor's Guide is packed with content that helps you set up and administer your class: a guide to the chapter, suggested tutorial activities and more. Log in or request an account to access instructor resources at au.cengage.com/instructor/account for Australia or nz.cengage.com/instructor/account for New Zealand. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What's New <br/>NEW Chapter 1, 'Frameworks for thinking about teaching' draws out the unique strategy of this text for pre-service teachers<br/>Enhanced layout and NEW full-colour visual design for improved student navigation of the key issues, theories and concepts covered in this valuable resource for pre-service and graduate teachers<br/>NEW Appendix: 'Techniques to support teaching strategies' to bring all the information about techniques into a single place rather than have it scattered through the text. This appendix provides supporting information for all the strategy chapters (Ch 7 to 15)<br/>Pre-service teachers build their professional vocabulary with important key terms which are marked in bold in the text and with a NEW glossary with key term definitions<br/>NEW Instructor guide, created by the author team, with guidance for instructors on how to get the most out of each chapter and suggested tutorial activities |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Lesson planning. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Teachers |
| General subdivision |
Training of. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Classroom management. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Teaching |
| Geographic subdivision |
Australia. |
| 9 (RLIN) |
8870 |
| 653 ## - INDEX TERM--UNCONTROLLED |
|---|
| Uncontrolled term |
Australian |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
O'Toole, Mitch, |
| Relator term |
author. |
| 9 (RLIN) |
9609 |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://tinyurl.com/mpdrkzus">https://tinyurl.com/mpdrkzus</a> |
| Link text |
Effective Teaching Strategies |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
7 |
| b |
cbc |
| c |
copycat |
| d |
3 |
| e |
ncip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Books |
| Classification part |
LB 1027.4 |
| Item part |
.2022 K55 |
| Call number prefix |
(CoE) |
| Suppress in OPAC |
No |
