WorldCat Identities

Joyce, Bruce R.

Works: 145 works in 523 publications in 7 languages and 16,805 library holdings
Genres: Textbooks  Abstracts 
Roles: Author, Editor
Publication Timeline
Most widely held works by Bruce R Joyce
Models of teaching by Bruce R Joyce( Book )

128 editions published between 1972 and 2015 in 7 languages and held by 4,010 WorldCat member libraries worldwide

Widely considered to be the classic models text in the field, the Seventh edition covers the rationale and research on the major models of teaching and applies the models by using scenarios and examples of instructional materials. These models have shown to accelerate student learning and act as lifelong learning tools. Because it deals with the major psychological and philosophical approaches to teaching and schooling, Models of Teaching provides a direct link between educational foundations and student teaching. Therefore, the book can provide substantial support to programs taking a "reflective teaching" or constructivist approach. In this age of school reform, educators are searching for the best programs and practices that show strong evidence of positive effects on student achievement. Models of Teaching has been and continues to be of great interest to these educators because research on the use of various models of teaching and the positive changes in student achievement are well documented in this classic text. --Publisher description
Student achievement through staff development by Bruce R Joyce( Book )

23 editions published between 1988 and 2002 in English and held by 915 WorldCat member libraries worldwide

Describes the development of a comprehensive system for the support of educational personnel
The structure of school improvement by Bruce R Joyce( Book )

10 editions published between 1983 and 2013 in English and held by 788 WorldCat member libraries worldwide

This book takes a broad look at the school today and offers a long term approach to the problem of school improvement by dividing the improvement process into three stages: refinement, renovation, and redesign. The book is divided into five major parts: (1) "Setting the Stage"; (2) "Establishing the Process"; (3) "Stage One: Refining the School"; (4) "Stage Two: Renovating the School"; and (5) "Stage Three: Redesigning the School." Part 1 discusses current theoretical and empirical bases for establishing a process of school improvement and defines the "Responsible Parties" who will oversee this improvement. Part 2 discusses homeostatic forces and school improvement and introduces the three stages. Part 3 is devoted to describing stage one, in which a school improvement committee is established, the school health scrutinized, and plans made and carried out to refine the program. In Part 4, stage two is described, in which the faculty is built into a problem solving unit, and the curriculum areas are studied and improved. Part 5 discusses stage three, which has to do with redesigning the school. A bibliography is included. (Jm)
Changing school culture through staff development by Association for Supervision and Curriculum Development( Book )

15 editions published between 1990 and 2012 in English and Spanish and held by 745 WorldCat member libraries worldwide

It is a premise of this Association for Supervision and Curriculum Development (ascd) yearbook, that staff development will become a human Curriculum Development (ascd) yearbook, that staff development will become a human resource development system designed to change the nature of schooling, the status of its personnel, and their relations with each other. The structure of staff development is the volume's main focus. Part I deals with the research base as it bears on the design of culture-oriented staff development programs. Part ii deals with the principalship, school structure, district personnel relations, staff development organization, and the university and its relationship to the schools. Part iii describes current developments in Australia, England, and Wales. Part iv describes staff development intitiatives in two very large school systems (Pittsburgh, Pennsylvania, and Los Angeles, California) and two medium-sized districts (Lincoln, Nebraska, and Anchorage, Alaska). Each of these programs was chosen because each can significantly affect the workplace itself as well as deliver services. An epilogue discusses the "curious complexities of cultural change." The ascd Board of Directors and other staff are listed. Each chapter includes a list of references. (Mlh)
The self-renewing school by Bruce R Joyce( Book )

6 editions published in 1993 in English and held by 683 WorldCat member libraries worldwide

The authors provide a research-based, practical guide for renewal that keeps one goal central: improving student learning
Flexibility in teaching, an excursion into the nature of teaching and training by Bruce R Joyce( Book )

4 editions published in 1981 in English and Undetermined and held by 524 WorldCat member libraries worldwide

Alternative models of elementary education by Bruce R Joyce( Book )

9 editions published in 1969 in English and held by 480 WorldCat member libraries worldwide

The structure of teaching by Bruce R Joyce( Book )

8 editions published between 1962 and 1967 in English and held by 460 WorldCat member libraries worldwide

New strategies for social education by Bruce R Joyce( Book )

10 editions published in 1972 in English and held by 442 WorldCat member libraries worldwide

Models of learning : tools for teaching by Bruce R Joyce( Book )

28 editions published between 1997 and 2009 in English and held by 442 WorldCat member libraries worldwide

The purpose of this text is to introduce some of the array of models of teaching that have been developed, polished and studied over the last 25 years
Social models of teaching by Marsha Weil( Book )

8 editions published between 1976 and 1978 in English and held by 440 WorldCat member libraries worldwide

Perspectives for reform in teacher education by Bruce R Joyce( Book )

6 editions published in 1972 in English and held by 403 WorldCat member libraries worldwide

A series of papers, most of which were part of a teacher education program, carried on and studied at Teachers College, Columbia University
Improving America's schools by Bruce R Joyce( Book )

6 editions published in 1986 in English and held by 401 WorldCat member libraries worldwide

This book presents an argument for school improvement and explains how it might be conducted. Three stages of evolutionary school improvement are identified and described: refinement, renovation, and redesign. It is suggested that the real task is not only innovating improvements; the real task is uniting teachers, administrators, and community members to develop an environment in which the continuous improvement of education is normal. Part 1 of this book "Realistic Idealism," explores common ideas about our schools and the problem of developing school improvement programs. Part 2, "Visions of Effective Schooling," presents a model of a school for the future and uses this model to stretch the readers' imaginations. Part 3, "Down-Home School Improvement," examines a program for school improvement based on recent research about changes in education. Some attention is given to the role of school districts and Federal and state initiatives. A bibliography and index are provided. (Jd)
Personal models of teaching by Marsha Weil( Book )

9 editions published between 1976 and 1978 in English and held by 375 WorldCat member libraries worldwide

Strategies for elementary social science education by Bruce R Joyce( Book )

7 editions published between 1933 and 1965 in English and held by 370 WorldCat member libraries worldwide

Selecting learning experiences : linking theory and practice by Bruce R Joyce( Book )

10 editions published in 1978 in English and held by 327 WorldCat member libraries worldwide

Matching a teaching method with a learner's style of learning is suggested as a most efficient way of creating an opportunity for a learning experience. Over 80 teaching strategies or models have been identified and categorized into four groups by educational theorists. The first group is identified as "social interaction models"; these emphasize the relationships of the individual to society or to other persons. The goal of this model is to improve the individual's ability to relate to others and to work productively in society. The second group of "information-processing models" are models that have an orientation toward the information-processing capability of students and ways they can improve their ability to master information and solve problems. The goal of the third group, "personal models," is to help individual students to develop a productive relationship with their environments and to view themselves as capable persons with the ability to enrich interpersonal relations. "Behavior modification and cybernetic models," the fourth type of model, has evolved from attempts to develop efficient systems for sequencing learning tasks and shaping behavior by manipulating reinforcement. Ways in which teachers may select and use these teaching styles for the best learning experience for students are outlined and described. (Jd)
Creating learning experiences : the role of instructional theory and research by Bruce R Joyce( Book )

6 editions published in 1996 in English and German and held by 322 WorldCat member libraries worldwide

This is an introduction to some of the teaching models that have been developed and studied through modern educational research. Some models are designed to accomplish specific objectives, such as teaching students to form and attain concepts; some have generic applications that adapt to a range of learning styles and curriculum areas. Information-processing models include inductive thinking, concept attainment, scientific inquiry, inquiry training, cognitive growth, advance organizer, mnemonics, and synectics. Social models include group investigation, social inquiry, jurisprudential inquiry, laboratory method, role-playing, positive interdependence, and structured social inquiry. Personal models include nondirective teaching, awareness training, classroom meeting, self-actualization, and conceptual systems. Behavioral systems models include social learning, mastery learning, programmed learning, simulation, direct teaching, and anxiety reduction. For each model, the underlying theory is discussed, research is examined, and scenarios illustrating its use are provided. (Contains 85 references.) (Jls)
Power in staff development through research on training by Bruce R Joyce( Book )

5 editions published in 1983 in English and held by 299 WorldCat member libraries worldwide

Mastering alternative models of teaching helps build competence and effectiveness in the repertoire of classroom teachers. However, because the attainment of new skills does not by itself ensure transfer to classroom use, teacher training programs should incorporate study of the transfer process itself, reinforced by team effort. Accordingly, strategies are suggested for a collaborative approach to teacher development, involving continuous training and study of both the academic substance and the craft of teaching. Chapter 1 of this inquiry concerns the need to integrate research and practice in learning to teach. Chapter 2 distinguishes between "horizontal transfer" (a direct shift of skill from training to actual use) and "vertical transfer" (the adaptation of skills to fit conditions of the workplace). Chapter 3 concerns attacking the transfer problem by controlling the context of the workplace. Chapter 4 concerns ways of making training more effective: forecasting the transfer problem, overlearning skills, peer coaching, and "executive control." The latter, a key concept, refers to developing a functional and adaptive understanding of a given model. Chapter 5, "Parallels with Athletic Training," is an interview with Coach Rich Brooks of the University of Oregon, focusing on acquisition and incorporation of new skills. Chapter 6 reviews basic principles for increasing learning aptitude and stresses the importance for teachers of continual growth. An appendix reviews the essential literature on teacher training. (Te)
The new structure of school improvement : inquiring schools and achieving students by Bruce R Joyce( Book )

13 editions published in 1999 in English and German and held by 264 WorldCat member libraries worldwide

"Self-renewing schools where students and staff are involved in ongoing inquiry has long since been an ideal in education. However, this goal has not proved readily achievable. The authors of this book regard this as a challenge which can be confronted positively, believing that enough knowledge exists to develop a fresh structure of school improvement - and one which is likely to succeed. The book draws upon the considerable body of research on successful and unsuccessful school improvement programs to generate a practical strategy for school improvement that can be used by schools, school districts and local education authorities, and policymakers with a high probability of success. The heart of the strategy is an inquiry process centered on the continuous study of student learning and the creation and study of initiatives to enhance student achievement in academic, personal and social domains."--Jacket
Models of professional development : a celebration of educators by Bruce R Joyce( Book )

5 editions published in 2010 in English and held by 159 WorldCat member libraries worldwide

"A successful school is one in which the learning of educators is as highly valued as the learning of students. Professional development nurtures and encourages such growth, maximizing educators' professional effectiveness. Written by nationally recognized experts, this comprehensive resource identifies five major contemporary professional development models that can be implemented and tailored to meet the diverse needs of any school or district." "With emphasis on the essential connection to student outcomes, this volume provides an in-depth analysis of each approach, plus concrete guidelines for effective implementation and program evaluation."--Jacket
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Audience level: 0.36 (from 0.08 for Student ac ... to 0.68 for Models of ...)

Models of teaching
Alternative Names
Joyce, Bruce.

Joyce, Bruce R.

조이스, 브루스 R

죠이스, 브루스

Student achievement through staff developmentModels of learning : tools for teachingCreating learning experiences : the role of instructional theory and researchThe new structure of school improvement : inquiring schools and achieving studentsModels of professional development : a celebration of educators