Principles of Classroom Management
Pearson (Verlag)
978-0-13-524053-3 (ISBN)
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Principles of Classroom Management focuses on the teacher's role as a professional decision-maker in creating positive learning environments that help influence students to behave productively and strive for academic success, rather than focusing on rewards and punishments. Grounded in both theory and practice, it provides a very practical system to guide your decision-making process and foster supportive classroom environments. Principles, theoretical perspectives, and empirical findings provide a foundation for you to confidently make professional decisions with respect to classroom behavior issues. An array of decision-making options guide you in thinking about how to approach specific classroom management situations and choose from a range of strategies designed to prevent disruptive behavior and influence appropriate behavior.
The 8th Edition incorporates updated research, examples, and real-world classroom cases throughout the text. Increased emphasis is placed on relationship building, culturally relevant pedagogy, teacher self-care strategies, and universal design for learning. Both foundational and belief-based strategies are presented as classroom intervention strategies for working with students who exhibit chronic behavior problems.
About our authors Dr. James Nolan served as an elementary teacher, a secondary German teacher, and a secondary guidance counselor in Pennsylvania schools. At Penn State University he was the Hermanowicz Professor of Teacher Education and Professor in Charge of Elementary and Secondary Field Experiences. For 20 years he worked with an elementary-level professional development school partnership between Penn State University and the State College Area School district. His scholarship focuses on classroom management, teacher supervision and evaluation and teacher education and professional development. Dr. James Levin is recently retired Director of Academic Advising, Eberly College of Science and Associate Professor of Education in the Graduate School at Penn State University. Dr. Levin has consulted with hundreds of school districts, alternative schools and treatment centers on the topic of working successfully with students who display disruptive behavior. He has taught both graduate and undergraduate courses and secondary math and science in inner city and suburban schools and residential cites for adjudicated youth. He has co-authored 3 other texts on modifying behavior, self-esteem and motivation. Dr. Levin’s research interests include classroom management, science education and academic advising.
Table of Contents
Iterative Case Study Analyses
Iterative Case Study: First Analysis
Section 1: Foundations
The Basics
Nature of the Discipline Problem
Understanding Why Students Exhibit Misbehavior
Developing Your Own Beliefs About Influencing Students
Iterative Case Study Analyses: Second Analysis
Section 2: Prevention
Building Relationships
Structuring the Environment
The Professional Teacher
Iterative Case Study: Third Analysis
Section 3: Interventions for Common Behavior Problems
Using Nonverbal Interventions to Influence Students to Behave Appropriately
Using Verbal Interventions and Logical Consequences to Influence Students to Behave Appropriately
Section 4: Interventions for Chronic Behavior Problems
Classroom Interventions for Working with Students Who Exhibit Chronic Behavior Problems
Seeking Outside Assistance
Iterative Case Study: Fourth Analysis
Appendix A: Analysis Inventory of Teacher Behavior That Influences Appropriate Student Behavior Appendix B: General Guidelines for Working with Students with Special Needs Appendix C: Decisions and Tasks for Beginning the School Year
| Erscheinungsdatum | 15.01.2019 |
|---|---|
| Sprache | englisch |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Berufspädagogik |
| ISBN-10 | 0-13-524053-0 / 0135240530 |
| ISBN-13 | 978-0-13-524053-3 / 9780135240533 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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