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Myths and Misconceptions About Teaching: What Really Happens in Classrooms


reviewed by Kathryn J.M. Underwood — July 28, 2006

coverTitle: Myths and Misconceptions About Teaching: What Really Happens in Classrooms
Author(s): Vicki E. Snider
Publisher: Rowman & Littlefield, Lanham
ISBN: 1578863465, Pages: 215, Year: 2006
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Recent trends in education have encouraged democratic and holistic approaches to learning through discovery-oriented teaching approaches. At the same time, research on teaching for students with learning difficulties and disabilities suggests that direct instruction, explicit teaching, and highly regulated learning environments are the best practice for teaching special education classes. These distinct theoretical approaches have been used to argue that regular classrooms are inappropriate learning environments for students with learning difficulty, disabilities, or behavior disorders (Kauffman, 1999; Kauffman & Sasso, 2006). Vicki Snider’s new book, Myths and Misconceptions About Teaching: What Really Happens in the Classroom, challenges whether regular classrooms with holistic, discovery-oriented and democratic philosophies are appropriate teaching environments for any students. Snider suggests that the most effective teaching methods are direct instruction, explicit teaching, and highly structured curricular environments. She bases this argument on empirical evidence of the effectiveness of these teaching methods. Snider proposes that many teaching strategies... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: July 28, 2006
http://www.tcrecord.org ID Number: 12618, Date Accessed: 7/22/2018 10:11:47 PM

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About the Author
  • Kathryn Underwood
    York University
    E-mail Author
    KATHRYN UNDERWOOD is a Postdoctoral Fellow at York University’s Faculty of Education, Toronto, Canada. Kathryn’s research interests include the effects of education practice on the health and social outcomes of people with disabilities, and effective instruction for students with disabilities in inclusive classrooms. Her previous research has included a comparative study of parent attitudes toward disability in Ontario, Canada, and New Delhi, India, under the Rosemary F. Dybwad Fellowship. She has also worked on projects examining effective teaching practices and a review of inclusion research in Canada. Kathryn has also worked as an English teacher and in the non-governmental sector supporting people with disabilities.
 
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