This book is based on the idea that instruction carries in-built risks, and instructional practices can be counterproductive unless used with care. Referencing a wide range of approaches to increasing effectiveness, Instructional Risk in Education provides an explanation of why some forms of instruction are less powerful than they should

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

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