ABSTRACT
This is, for the most part, a practical book. Starting in the next chapter, we will suggest how to observe lessons (including your own), refl ect on them, and improve them. But you have a right to ask whether this is a valid model for examining teaching, and we have an obligation to show that it is. This chapter provides the evidence. It describes research results in which we documented the specifi c relationships of teachers’ cognitions and their instructional practices. We also present evidence of the usefulness of the model.
