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Instructional Risk in Education
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Table of Contents

Part I: Introduction

Chapter One: The idea of risk

Part II: Too much support

Chapter Two: Teaching routines that cause procedural displays

Chapter Three: Scaffolds that limit learning

Chapter Four: Isolating components and compartmentalising learning

Chapter Five: Feedback which undermines agency

Part III: Too much support

Chapter Six: Discovery and little learning

Chapter Seven: Inquiry and ineffective learning

Chapter Eight: Learner agency, digital learning and a new romanticism.

Part IV: Misdirected support

Chapter Nine: Assessment and the risk of restricting learning

Chapter Ten : Focusing on the familiar and reducing transfer

Conclusion: grand designs for teaching, learning and research

About the Author

Stuart McNaughton is Professor of Education at the University of Auckland and New Zealand's Chief Education Scientific Advisor.

Reviews

Instructional Risk in Education: Why Instruction Can Fail is a thoughtful and provocative book that deserves to be widely read and discussed. At the heart of it are analyses of the types of knowledge involved in successful teaching and considerations of how education may be lost. McNaughton draws on an extensive range of ideas in psychology and education. He illustrates his points with telling examples from work on primary and secondary schooling, but it has much to offer those interested in any phase of education.

Richard Cowan, UCL Institute of Education, UK

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