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Gary Borich grew up on the south side of Chicago, where he attended Mendel High School and later taught in the public school system of Niles, Illinois. He received his doctoral degree from Indiana University, where he was director of evaluation at the Institute for Child Study. Dr. Borich is professor of Educational Psychology and a Cissy McDaniel Parker Endowed Fellow in the College of Education at the University of Texas at Austin and past member of the Board of Examiners of the National Council for the Accreditation of Teacher Education. Dr. Borich’s other books include Effective Teaching Methods, Seventh Edition; Educational Assessment for the Elementary and Middle School Classroom, Second Edition (with M. Tombari); Clearly Outstanding: Making Each Day Count in Your Classroom; Becoming a Teacher: An Inquiring Dialogue for the Beginning Teacher; Educational Psychology: A Contemporary Approach, Second Edition (with M. Tombari); Educational Testing and Measurement, Ninth Edition (with T. Kubiszyn); and The Appraisal of Teaching: Concepts and Process; and Teacher Behavior and Pupil Self Concept. Dr. Borich lives in Austin, Texas, with his wife, Kathy, and children, Brandy and Damon.

De la contraportada

Do you want to begin developing the skills and competencies you need to become an effective, accountable

teacher?

The sixth edition of Observation Skills for Effective Teaching focuses on one of the principal means by which

you can become an effective and professional teacher by observing others and incorporating the best of

what you see and hear into you own practice.

Using this text, you will learn to observe in the following eight areas found by researchers to be related to

desirable cognitive, social and emotional outcomes in learners: learning climate, classroom management,

lesson clarity, instructional variety, task orientation, student engagement, student success, and higher thought

processes.

This book will also teach you how to decide what to observe, how to effectively and efficiently observe in the

classroom, and how to apply what you have learned through observation to grow as a reflective teacher. In

addition, the book provides methodological concepts, observation instruments, and dialogues designed to

help you see and practice research-based patterns of effective teaching.

New to this Edition:

• Revised! More than 50 revised and updated observation instruments and records create an easily accessible handbook for your first classroom. In this edition these observation instruments have been better formatted for reproduction and classroom use and are now assembled in one easy-to-access place (Appendix B) in the book.
• New! Expanded and updated activities at the end of each chapter, aligned with the National Board for Professional Teaching Standards (NBPTS) and the Interstate New Teacher Assessment and Support Consortium (INTASC) principles, reinforce the important role of research-based teaching practices as they prompt you to learn and practice observing specific effective teaching practices.
• New! Expanded coverage of instructional media and technology and its importance to effective teaching behaviors. For More Information sections now include websites keyed to each effective teaching behavior presented.
• Updated! In addition to updated sections on teaching culturally, linguistically, and academically diverse learners within each chapter, discussions and citations have been added to emphasize the importance of differentiated instruction and what to observe in today s heterogeneous classrooms.
• New! Additional discussion and references on the social dynamics of the classroom, including reference to the work of Robert Pianta, appears particularly in Chapter 2.
• Expanded! Glossary of Key Concepts provides a convenient reference for reviewing and studying the professional language in preparation for national and state certification exams.
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