First Published in 1996. This book is concerned with bringing the findings of educational research to bear on the practical problems faced by teachers in primary school classrooms. We take as our starting point a number of claims which we shall develop in more detail through the book: Teachers matter, relationship between teaching behaviour and educational outcomes, any attempt to improve education mist be concerned with outcomes, there is no single one 'best' approach, teaching situations have important aspects in common, teaching is a thoughtful activity that demands considerable intellectual engagement, and reflective and self-critical analysis.

Research on the relationships between classroom practice and learning outcomes undertaken in British primary schools over the last 20 years has resulted in a robust and substantial body of knowledge about effective teaching. Initial teacher education courses and practice in schools have, in some cases, still to adjust to the implications of this research. This book seeks to provide a way for students and practicing teachers to make this adjustment, by building bridges between research findings and classroom practice. Over half the chapters are written by the editors, with the balance contributed by authors well-known in their specialist topics.

First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.