ABSTRACT
Thousands of essays have been devoted to investigating the classroom behaviors associated with student learning. A substantial portion of this body of literature has focused on classroom communication and instructional processes. In this first overview chapter, we preview the organization of meta-analyses presented in this part of the volume and provide the context for the section theme, pedagogy and classroom learning techniques. We believe that all teachers may benefit from studying the literature on instructional theory and practice. Sometimes, “faculty are constrained in their knowledge of teaching by not being aware of alternatives and options” (Kreber & Cranton, 2000, p. 484). Pedagogical, instructional, and curricular knowledge are all needed to engage students in the rigorous challenges involved in course work and to strengthen the educator’s own reflections on the success or failure of this endeavor.
