Effective Teaching: Preparation and Implementation (1999)  . By Gilbert H. Hung, Timothy, J. Touzel, & Dennis G. Wiseman. Charles C. Thomas Publisher, Ltd., 2600 South First St., Springfield, IL 62704. Reviewed by Kathleen Treole, East Carolina University, Greenville, NC.

This textbook is a pedagogical text designed to make effective teaching a goal that can be achieved through careful study, planning, and execution. The authors state, "We prepared this textbook with the needs of both future and current teachers in mind," and note that the book "offers recommendations for planning, providing instruction, classroom management, and the evaluation and reporting of student progress." It has a well-organized chapter system that includes units on the nature of effective teaching, effective teacher characteristics, developing a framework for effective teaching, working with high- and low-ability students, adjusting instruction to learning style preferences, types of communication used in the classroom, creating positive learning environments, direct teaching strategies (e.g. lecture, drill, demonstrations, etc.) and a comprehensive section on managing student behaviors with theoretical considerations to several models. The text provides a balance of theoretical background with practical, classroom application information.

The authors certainly meet their goal of providing a comprehensive text that educates a teacher on the study, planning, and execution of effective teaching. This text would be most useful for an educator working with K-12 populations, and does not offer as much information for the adult-student educator such as a university faculty member. It also doesn't offer information about the specific one-on-one teaching that occurs during patient care. It does review the types of evaluation systems that are used in higher education such as true-false, matching, multiple choice, etc., and this chapter would be helpful to a teacher instructing students at any level. It does not serve to assist a clinician working one-on-one in a therapy session or in clinical diagnostic evaluations; it may provide somewhat useful, however, for those within the disciplines of speech-language pathology and audiology who may be doing classroom consultations at the K-12 levels. In general, the typical speech-language pathology or audiology clinician or university instructor within these disciplines may not find this book to be as helpful as others; however, as far as pedagogical texts are concerned, this is one of high quality.