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.
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