In Quality Teaching, Edgar Stones shows that true quality teaching is only achieved by sensitivity to the interplay between the processes by which children acquire knowledge, the structure of knowledge within the subject being taught, and the whole context in which the teaching is being done. He makes available to teachers and student teachers a whole body of empirically based psychological knowledge on concept learning, problem solving and the learning of physical skills and shows for the first time how this knowledge can inform and at the same time be refined by what happens in the classroom.

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