The University of Southampton
University of Southampton Institutional Repository

Changing classroom practice

Changing classroom practice
Changing classroom practice
While a lot of research has focussed on schools in terms of their overall performance and the factors that influence this at the school level (such as leadership), all the evidence suggests that if we want to make a real difference to students we need to concentrate on classroom processes, and in particular on what teachers do. Change is clearly necessary here, traditional practices need to be reviewed in the light of both different required outcomes such as developing lifelong learning skills, and the emerging evidence from cognitive neuroscience.

In this chapter we will explore the best current evidence on what needs to change, concentrating in particular on the need for change to be evidence based rather than dependent on educational fads. In particular, we will explore innovative evidence-based approaches to introducing classroom change, such as small scale experimental work that will allow innovations to be introduced and tested within a school context and co-construction of interventions between researchers and practitioners
9789048126590
857-868
Springer
Muijs, R.D.
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Hargreaves, A.
Lieberman, A.
Fullan, M.
Hopkins, D.
Muijs, R.D.
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Hargreaves, A.
Lieberman, A.
Fullan, M.
Hopkins, D.

Muijs, R.D. (2010) Changing classroom practice. In, Hargreaves, A., Lieberman, A., Fullan, M. and Hopkins, D. (eds.) Second International Handbook of Educational Change. (Springer International Handbooks of Education, 23) London, GB. Springer, pp. 857-868.

Record type: Book Section

Abstract

While a lot of research has focussed on schools in terms of their overall performance and the factors that influence this at the school level (such as leadership), all the evidence suggests that if we want to make a real difference to students we need to concentrate on classroom processes, and in particular on what teachers do. Change is clearly necessary here, traditional practices need to be reviewed in the light of both different required outcomes such as developing lifelong learning skills, and the emerging evidence from cognitive neuroscience.

In this chapter we will explore the best current evidence on what needs to change, concentrating in particular on the need for change to be evidence based rather than dependent on educational fads. In particular, we will explore innovative evidence-based approaches to introducing classroom change, such as small scale experimental work that will allow innovations to be introduced and tested within a school context and co-construction of interventions between researchers and practitioners

This record has no associated files available for download.

More information

Published date: 2010

Identifiers

Local EPrints ID: 173597
URI: http://eprints.soton.ac.uk/id/eprint/173597
ISBN: 9789048126590
PURE UUID: 2d17dee4-65f8-45a7-9cc8-1831ed114971
ORCID for R.D. Muijs: ORCID iD orcid.org/0000-0002-0131-8921

Catalogue record

Date deposited: 04 Feb 2011 11:13
Last modified: 09 Jan 2022 03:34

Export record

Contributors

Author: R.D. Muijs ORCID iD
Editor: A. Hargreaves
Editor: A. Lieberman
Editor: M. Fullan
Editor: D. Hopkins

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×