Classroom-based Interventions Across Subject Areas explores cutting-edge educational research that has real potential to support the improvement of classroom practice. Written by expert researchers and practitioners, it provides empirically tested and theory-based approaches that practitioners can use to improve learning in classroom settings.
This edited volume provides examples of classroom-based interventions in English, mathematics, science, languages, history, and geography. Taking as its basis research which has been conducted in actual classrooms with close collaboration between researchers and practitioners, this text will help researchers and practitioners understand how and why interventions can be successful or not. The text further considers the broad theoretical and practical issues that derive from intervention studies, including the nature of collaboration between researchers and teachers and ways of adapting effective classroom-based interventions for use in different contexts. Offering insight into the methodology behind successful classroom-based interventions, this text will be essential reading for students of education, trainee teachers, and all those concerned with how educational research can impact on teaching and learning.
Table of Contents
- An Introduction to Classroom-based Interventions Across Subject Areas
- Double Stimulation for Reluctant Readers: A Literature Circle Intervention in a Secondary School English Classroom
- What are the possibilities and limitations of small-scale, mediated classroom interventions? Two cases from Modern Foreign Languages
- Who is doing the questioning? A classroom intervention in secondary science classrooms to promote student questioning
- Developing science explanations in the classroom: the role of the written narrative
- Developing talk in mathematics classrooms
- The role of practitioner research and publication in developing a cumulative and critical tradition of research in classroom-based interventions in history education
- ‘Mapping-out’ the inferential relations of the subject content of geography lessons: a planning intervention for pre-service teachers to inform teaching and learning
- The Problems and Possibilities of Conducting Small-scale Classroom-based Randomised Control Trials in Contributing to Evidence-based Practice: One school’s Experience
- Commentary– Classroom-based interventions in different subject areas: Sharing meaning across researchers and practitioners
- Commentary- Interventions in education: origins, theoretical perspectives and challenges
Gabriel J. Stylianides and Ann Childs
Daniel Brocklehurst and Ian Thompson
Laura Molway, Trevor Mutton, Robert Woore and Katherine Porter
Alexandra Haydon and Ann Childs
Richard Taylor and Judith Hillier
Jenni Ingram, Nick Andrews, Jo Rudd and Andrea Pitt
Katharine Burn, Jaya Carrier and Anna Fielding
Roger Firth and Ali Strutt
Elizabeth Samuel, Christina Watson and Ann Childs
Gabriel J. Stylianides is a Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College at the University of Oxford, UK. He is the convenor of the Subject Pedagogy Research Group and has conducted a number of intervention studies with a focus on mathematics. He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the Elementary School Journal and the International Journal of Educational Research.
Ann Childs is an Associate Professor of Science Education at the University of Oxford, UK. She is joint course leader of the science strand of the Post Graduate Certificate in Education and Director of Masters in Teacher Education (mathematics and science).