Models of Teaching

Models of Teaching is a book by Bruce Joyce and Marsha Weil about the use of group learning, role playing, synectics and other teaching techniques.^[1] First published in 1972,^[2] the book is in its ninth edition as of 2018.^[3] Since the sixth edition in 2000, Emily Calhoun has also been listed as a contributing author.^[4]

References

^ Galluzzo, Gary (1987-11-01). "Book Reviews : Models of Teaching Revisited Models of Teaching, 3rd Edition Bruce R. Joyce and Marsha Weil Prentice-Hall Englewood Cliffs, New Jersey, 1986". Journal of Teacher Education. 38 (6): 57–59. doi:10.1177/002248718703800611. ISSN 0022-4871.
^ Feiman, Sharon (1973). "Review of Models of Teaching". The School Review. 82 (1): 147–154. doi:10.1086/443124. ISSN 0036-6773. JSTOR 1084132.
^ "Models of Teaching, 9th Edition". www.pearson.com. Retrieved 2019-08-17.
^ Craig, Cheryl J. (2001). "No Satisfaction: "A Case of 'The Monkey's Paw,'" Top-Down School Reform, and the Conduit". Curriculum Inquiry. 31 (3): 349. ISSN 0362-6784. JSTOR 3202275.

Brooks, Douglas M. (1980). "Ethnographic Analysis of Instructional Method". Theory into Practice. 19 (2): 144–147. doi:10.1080/00405848009542889. ISSN 0040-5841. JSTOR 1477172.
Feiman, Sharon (1979). "Technique and Inquiry in Teacher Education: A Curricular Case Study". Curriculum Inquiry. 9 (1): 63–79. doi:10.2307/3202340. ISSN 0362-6784. JSTOR 3202340.

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[1] Galluzzo, Gary (1987-11-01). "Book Reviews : Models of Teaching Revisited Models of Teaching, 3rd Edition Bruce R. Joyce and Marsha Weil Prentice-Hall Englewood Cliffs, New Jersey, 1986". Journal of Teacher Education. 38 (6): 57–59. doi:10.1177/002248718703800611. ISSN 0022-4871.

[2] Feiman, Sharon (1973). "Review of Models of Teaching". The School Review. 82 (1): 147–154. doi:10.1086/443124. ISSN 0036-6773. JSTOR 1084132.

[3] "Models of Teaching, 9th Edition". www.pearson.com. Retrieved 2019-08-17.

[4] Craig, Cheryl J. (2001). "No Satisfaction: "A Case of 'The Monkey's Paw,'" Top-Down School Reform, and the Conduit". Curriculum Inquiry. 31 (3): 349. ISSN 0362-6784. JSTOR 3202275.

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