Eleanor Armour-Thomas is Professor Emerita, Teacher Educator in Educational Psychology, and former Chairperson in the Department of Secondary Education at Queens College, City University of New York, USA.Edmund W. Gordon is John M. Musser Professor of Psychology Emeritus at Yale University, USA, as well as Richard March Hoe Professor Emeritus of Psychology and Education and Founding Director of the Institute of Urban and Minority Education (IUME) at Teachers College, Columbia University, USA.

• Part I: In Pursuit of Improving Learning Through Dynamic Pedagogy 1. Definition and Overview of Dynamic Pedagogy 2. Teaching For Learning with Understanding and Its Improvement through Dynamic Pedagogy 3. Conceptual Foundations of Dynamic Pedagogy 4. Principles of Dynamic Pedagogy 5. A Rationale for Dynamic Pedagogy Part II: Operationalizing the Dynamic Pedagogy Model in the Classroom 6. Planning for the Implementation of Dynamic Pedagogy in the Classroom 7. Implementation of Dynamic Pedagogy in the Classroom 8. Evaluation of Dynamic Pedagogy in the Classroom Part III: Examples of Dynamic Pedagogy and its Future 9. Using Dynamic Pedagogy Principles to Plan Discipline-Specific Curriculum Units in Secondary Education 10. Using Dynamic Pedagogy Principles to Design Discipline-Specific Summative Assessments in Secondary Education 11. Reflections and the Future of Dynamic Pedagogy

Eleanor Armour-Thomas is Professor Emerita, Teacher Educator in Educational Psychology, and former Chairperson in the Department of Secondary Education at Queens College, City University of New York, USA.Edmund W. Gordon is John M. Musser Professor of Psychology Emeritus at Yale University, USA, as well as Richard March Hoe Professor Emeritus of Psychology and Education and Founding Director of the Institute of Urban and Minority Education (IUME) at Teachers College, Columbia University, USA.

• Part I: In Pursuit of Improving Learning Through Dynamic Pedagogy 1. Definition and Overview of Dynamic Pedagogy 2. Teaching For Learning with Understanding and Its Improvement through Dynamic Pedagogy 3. Conceptual Foundations of Dynamic Pedagogy 4. Principles of Dynamic Pedagogy 5. A Rationale for Dynamic Pedagogy Part II: Operationalizing the Dynamic Pedagogy Model in the Classroom 6. Planning for the Implementation of Dynamic Pedagogy in the Classroom 7. Implementation of Dynamic Pedagogy in the Classroom 8. Evaluation of Dynamic Pedagogy in the Classroom Part III: Examples of Dynamic Pedagogy and its Future 9. Using Dynamic Pedagogy Principles to Plan Discipline-Specific Curriculum Units in Secondary Education 10. Using Dynamic Pedagogy Principles to Design Discipline-Specific Summative Assessments in Secondary Education 11. Reflections and the Future of Dynamic Pedagogy

Eleanor Armour-Thomas is Professor Emerita, Teacher Educator in Educational Psychology, and former Chairperson in the Department of Secondary Education at Queens College, City University of New York, USA.Edmund W. Gordon is John M. Musser Professor of Psychology Emeritus at Yale University, USA, as well as Richard March Hoe Professor Emeritus of Psychology and Education and Founding Director of the Institute of Urban and Minority Education (IUME) at Teachers College, Columbia University, USA.

• Part I: In Pursuit of Improving Learning Through Dynamic Pedagogy 1. Definition and Overview of Dynamic Pedagogy 2. Teaching For Learning with Understanding and Its Improvement through Dynamic Pedagogy 3. Conceptual Foundations of Dynamic Pedagogy 4. Principles of Dynamic Pedagogy 5. A Rationale for Dynamic Pedagogy Part II: Operationalizing the Dynamic Pedagogy Model in the Classroom 6. Planning for the Implementation of Dynamic Pedagogy in the Classroom 7. Implementation of Dynamic Pedagogy in the Classroom 8. Evaluation of Dynamic Pedagogy in the Classroom Part III: Examples of Dynamic Pedagogy and its Future 9. Using Dynamic Pedagogy Principles to Plan Discipline-Specific Curriculum Units in Secondary Education 10. Using Dynamic Pedagogy Principles to Design Discipline-Specific Summative Assessments in Secondary Education 11. Reflections and the Future of Dynamic Pedagogy