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