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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
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- Vol 3 RE: Chapter 5
explicit instructionguided practiceteacher effectivenessinstructional modellingformative assessmentcognitive demandsprofessional judgmentBook Evidence summaryAt a glance
Kirschner, Hendrick, and Heal translate 30 influential studies and scholarly works on teaching and teacher effectiveness into accessible guidance for educators. Each chapter introduces a seminal contribution, explains its research context and central findings, examines cautions or limitations, and draws practical implications.
Key ideas
The selections span instructional objectives, explicit and direct instruction, modelling, guided practice, feedback, assessment, classroom management, teacher knowledge, expertise, reflection, and the relationship between teaching methods and student learning. Rather than offering a single prescriptive method, the authors show how different evidence-informed practices address different parts of teaching. Recurring themes include specifying worthwhile outcomes, connecting new material to prior knowledge, managing cognitive demands, checking understanding, giving learners supported practice, and adapting instruction on the basis of evidence. The book also warns against oversimplified slogans and measures that become targets rather than useful indicators.
Why it matters
Its purpose is to help teachers, school leaders, and teacher educators understand the research foundations beneath effective classroom decisions and exercise informed professional judgment instead of applying isolated techniques mechanically.
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Evidence summaries explain the central idea and why the source matters to educators.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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