Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: Contents: Part I:Introduction.C.M. Evertson, C.S. Weinstein,Classroom Management as a Field of Inquiry.J. Brophy,History of Research on Classroom Management.Part II: J. Brophy,Alternative Paradigms for the Study of Classroom Management.T.J. Landrum, J.M. Kauffman,Behavioral Approaches to Classroom Management.M. Gettinger, K.M. Kohler,Process-Outcome Approaches to Classroom Management and Effective Teaching.W. Doyle,Ecological Approaches to Classroom Management.G. Morine-Dershimer,Classroom Management and Classroom Discourse.E. Brantlinger, S. Danforth,Critical Theory Perspective on Social Class, Race, Gender, and Classroom Management.A.W. Hoy, C.S. Weinstein,Student and Teacher Perspectives on Classroom Management.Part III: M. McCaslin,Recent and Emergent Perspectives on Classroom Management.M. McCaslin, A.R. Bozack, L. Napoleon, A. Thomas, V. Vasquez, V. Wayman, J. Zhang,Self-Regulated Learning and Classroom Management: Theory, Research, and Considerations for Classroom Practice.M. Watson, V. Battistich,Building and Sustaining Caring Communities.D.T. Hickey, N.J. Schafer,Design-Based, Participation-Centered Approaches to Classroom Management.M.J. Elias, Y. Schwab,From Compliance to Responsibility: Social and Emotional Learning and Classroom Management.G. Gay,Connections Between Classroom Management and Culturally Responsive Teaching.Part IV: A.W. Hoy,Classroom Management in Specific Contexts.K. Carter, W. Doyle,Classroom Management in Early Childhood and Elementary Classrooms.E.T. Emmer, M.C. Gerwels,Classroom Management in Middle and High School Classrooms.K. Lane, K. Falk, J. Wehby,Classroom Management in Special Education Classrooms and Resource Rooms.L.C. Soodak, M.R. McCarthy,Classroom Management in Inclusive Settings.H.R. Milner,Classroom Management in Urban Classrooms.Part V: J.M. Cooper,Managing the Instructional Formats of Contemporary Classrooms.R.A. Lotan,Managing Groupwork in the Heterogeneous Classroom.C.M. Bolick, J.M. Cooper,Classroom Management and Technology.L.M. Morrow, D.R. Reutzel, H. Casey,Organization and Management of Language Arts Teaching: Classroom Environments, Grouping Practices, and Exemplary Instruction.J.R. Mergendoller, T. Markham, J. Ravitz, J. Larmer,Pervasive Management of Project-Based Learning: Teachers as Guides and Facilitators.Part VI: T.L. Good,Research and Theory With Implications for Classroom Management.K.R. Wentzel,A Social Motivation Perspective for Classroom Management.J. Reeve,Extrinsic Rewards and Inner Motivation.J.M.T. Walker, K.V. Hoover-Dempsey,Why Research on Parental Involvement Is Important to Classroom Management.R.C. Pianta,Classroom Management and Relationships Between Children and Teachers: Implications for Research and Practice.L. Nucci,Classroom Management for Moral and Social Development.Part VII: E.T. Emmer,Programs for Classroom Management and Discipline.H.J. Freiberg, J.M. Lapointe,Research-Based Programs for Preventing and Solving Discipline Problems.S.L. Robinson, S.M. R. Griesemer,Helping Individual Students With Problem Behavior.D. Johnson, R. Johnson,Conflict Resolution, Peer Mediation, and Peacemaking.T.J. Lewis, L.L. Newcomer, R. Trussell, M. Richter,Schoolwide Positive Behavior Support: Building Systems to Develop and Maintain Appropriate Social Behavior.I. Hyman, B. Kay, A. Tabori, M. Weber, M. Mahon, I. Cohen,Bullying: Theory, Research, and Interventions.Part VIII: C.M. Evertson,Teaching and Learning About Classroom Management.V. Jones,How Do Teachers Learn to Be Effective Classroom Managers?L. Stough,The Place of Classroom Management and Standards in Teacher Education.I.A. Friedman,Classroom Man. Buchnummer des Verkäufers
Inhaltsangabe: Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field.
The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers? managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes:
*First, positive teacher-student relationships are seen as the very core of effective classroom management.
*Second, classroom management is viewed as a social and moral curriculum.
*Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior.
*Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness.
Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management.
Über den Autor: Carolyn M. Evertson, Ph.D.,is Professor of Education Emerita, and Associate Dean for Graduate Education, Peabody College, Vanderbilt University. For the past 30 years, her research has focused on classroom management and research on teaching and learning in classrooms. While at Peabody College, Vanderbilt, she has directed numerous federally funded projects on classroom management, instructional processes, and teacher education. Her early classroom research studies focused on how teachers orchestrated activities and achieved order in classrooms from the first days of school. From this work came other studies that extended this initial work to focusing on how teachers learn to manage classrooms in different school contexts. Evertson received her doctorate in Educational Psychology from The University of Texas, Austin, and directed the Classroom Organization and Effective Teaching Program at the University of Texas Research and Development for Teacher Education. After coming to Vanderbilt, she used this research to develop COMP: Creating Conditions for Learning, a program that assists teachers in understanding and enacting productive classroom management and instruction processes in their classrooms. For the past 15 years, the program has provided assistance to over 70,000 teachers and administrators across the nation. Her writings include over 100 chapters, articles, and books on classroom management, teacher education, learning in classrooms and research on teaching, including two textbooks (co-authored with Edmund Emmer and Murray Worsham) for new teachers in their 7th editions, Classroom Management for Elementary Teachersand Classroom Management for Middle and High School Teachers, Allyn & Bacon Publishers. Carol S. Weinsteinis professor emerita in the Department of Learning and Teaching at Rutgers Graduate School of Education. She received her bachelor's degree in psychology from Clark University in Worcester, Massachusetts, and her master's and doctoral degrees from Harvard Graduate School of Education. It was at Harvard that Dr. Weinstein first became interested in the impact of classroom design on students' behavior and attitudes. She pursued this topic for many years, writing about the ways that classroom environments can be designed to facilitate teachers' goals and to foster children's learning and development. Her interest in organizing classroom space eventually expanded to include classroom organization and management in general. She is the author of Secondary Classroom Management: Lessons from Research and Practice(McGraw-Hill, 2003), Elementary Classroom Management: Lessons from Research and Practice(with Andrew J. Mignano, Jr., McGraw-Hill, 2003), and numerous chapters and articles on classroom management and teacher education students' beliefs about caring and control. Most recently, she has focused on the need for "culturally responsive classroom management," or classroom management in the service of social justice. In 2000, Dr. Weinstein was recognized for her efforts with the "Contributing Researcher Award" from the American Federation of Teachers for "Bridging the Gap between Theory and Practice in Effective Classroom Management."
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Buchbeschreibung Routledge, 2006. Paperback. Buchzustand: Good. Item may show signs of shelf wear. Pages may include limited notes and highlighting. Includes supplemental or companion materials if applicable. Access codes may or may not work. Connecting readers since 1972. Customer service is our top priority. Buchnummer des Verkäufers mon0000775383
Buchbeschreibung Routledge, 2006. Paperback. Buchzustand: Good. Item may show signs of shelf wear. Pages may include limited notes and highlighting. Includes supplemental or companion materials if applicable. Access codes may or may not work. Connecting readers since 1972. Customer service is our top priority. Buchnummer des Verkäufers mon0001060694
Buchbeschreibung Lawrence Erlbaum Associates, 2006. Paperback. Buchzustand: Used: Good. Buchnummer des Verkäufers SONG0805847545