
Middle and Secondary Classroom Management: Lessons from Research and Practice
5th EditionISBN10: 0078024536
ISBN13: 9780078024535
Copyright: 2015
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ISBN10: 1259656713 | ISBN13: 9781259656712
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The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product. Pricing subject to change at any time.
The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product. Pricing subject to change at any time.
Program Details
CONTENTS
Preface
Part I: Introduction
Chapter 1 Managing Classrooms to Nurture Students, Build Self-Discipline, and Promote Learning
Part II: Establishing an Environment for Learning
Chapter 2 Designing the Physical Environment
Chapter 3 Developing Positive Teacher-Student Relationships
Chapter 4 Fostering Positive Peer Relationships
Chapter 5 Establishing Expectations for Behavior
Chapter 6 Knowing Your Students and Their Special Needs
Chapter 7 Working with Families
Chapter 8 Making the Most of Classroom Time
Part III: Organizing and Managing Instruction
Chapter 9 Enhancing Students' Motivation to Learn
Chapter 10 Managing Independent Work, Recitations, and Discussions
Chapter 11 Managing Small-Group Work
Part IV: Protecting and Restoring Order
Chapter 12Responding Effectively to Inappropriate Behavior
Chapter 13 Preventing and Responding to Violence
References
Name Index
Subject Index
About the Author
Carol Simon Weinstein
Carol S. Weinstein has recently retired from her position as Professor of Education at Rutgers Graduate School of Education, where she was Associate Dean of Teacher Education and Chair of the Department of Learning and Teaching. She received her doctorate from Harvard Graduate School of Education in 1975. A former public school teacher, she has authored dozens of journal articles and book chapters on topics ranging from the physical design of classrooms to prospective teachers' beliefs about classroom management. Her most recent work has focused on “culturally responsive classroom management,” and she served as the guest editor for a special issue of Theory Into Practice on “Managing Classrooms in a Diverse Society.” With Carolyn Evertson, she co-edited the first Handbook of Classroom Management: Research, Practice, and Contemporary Issues (to be published by Erlbaum, 2006). She has also written a companion volume to this text on managing secondary classrooms (McGraw-Hill). In July 2000, she received a Contributing Researcher Award from the American Federation of Teachers for "Bridging the Gap between Research and Practice in Effective Classroom Management." Her special interests are classroom organization and management, violence prevention, and teacher education.
Ingrid Novodvorsky
Ingrid Novodvorsky is Director of the College of Science Teacher Preparation Program and Faculty Fellow for Instruction and Assessment at the University of Arizona. She earned a bachelor’s degree in Physics and Mathematics, and master’s and doctoral degrees in Secondary Education, all from the University of Arizona. Before joining the university, Dr. Novodvorsky taught high-school physics and mathematics. During that time, she hosted student teachers in her classroom and mentored beginning science teacher colleagues. As one of the founding faculty members, Dr. Novodvorsky created a course on classroom management for the Teacher Preparation Program, in recognition that this is a critical aspect of preparing teachers. Her current scholarly work at the university is focused on faculty development for improving instruction and assessment.
Connect
By prompting students to engage with key concepts, while continually adapting to their individual needs, Connect activates learning and empowers students to take control resulting in better grades and increased retention rates. Proven online content integrates seamlessly with our adaptive technology, and helps build student confidence outside of the classroom.
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We provide self-directed resources, local, on campus training, and live webinar sessions, to get you up and running in a way that works for you, and to help you get the most out of Connect. We maintain a technical support team available to both instructors and students for any questions that might arise while using Connect.
Learn MoreCONTENTS
Preface
Part I: Introduction
Chapter 1 Managing Classrooms to Nurture Students, Build Self-Discipline, and Promote Learning
Part II: Establishing an Environment for Learning
Chapter 2 Designing the Physical Environment
Chapter 3 Developing Positive Teacher-Student Relationships
Chapter 4 Fostering Positive Peer Relationships
Chapter 5 Establishing Expectations for Behavior
Chapter 6 Knowing Your Students and Their Special Needs
Chapter 7 Working with Families
Chapter 8 Making the Most of Classroom Time
Part III: Organizing and Managing Instruction
Chapter 9 Enhancing Students' Motivation to Learn
Chapter 10 Managing Independent Work, Recitations, and Discussions
Chapter 11 Managing Small-Group Work
Part IV: Protecting and Restoring Order
Chapter 12Responding Effectively to Inappropriate Behavior
Chapter 13 Preventing and Responding to Violence
References
Name Index
Subject Index
About the Author
Carol Simon Weinstein
Carol S. Weinstein has recently retired from her position as Professor of Education at Rutgers Graduate School of Education, where she was Associate Dean of Teacher Education and Chair of the Department of Learning and Teaching. She received her doctorate from Harvard Graduate School of Education in 1975. A former public school teacher, she has authored dozens of journal articles and book chapters on topics ranging from the physical design of classrooms to prospective teachers' beliefs about classroom management. Her most recent work has focused on “culturally responsive classroom management,” and she served as the guest editor for a special issue of Theory Into Practice on “Managing Classrooms in a Diverse Society.” With Carolyn Evertson, she co-edited the first Handbook of Classroom Management: Research, Practice, and Contemporary Issues (to be published by Erlbaum, 2006). She has also written a companion volume to this text on managing secondary classrooms (McGraw-Hill). In July 2000, she received a Contributing Researcher Award from the American Federation of Teachers for "Bridging the Gap between Research and Practice in Effective Classroom Management." Her special interests are classroom organization and management, violence prevention, and teacher education.
Ingrid Novodvorsky
Ingrid Novodvorsky is Director of the College of Science Teacher Preparation Program and Faculty Fellow for Instruction and Assessment at the University of Arizona. She earned a bachelor’s degree in Physics and Mathematics, and master’s and doctoral degrees in Secondary Education, all from the University of Arizona. Before joining the university, Dr. Novodvorsky taught high-school physics and mathematics. During that time, she hosted student teachers in her classroom and mentored beginning science teacher colleagues. As one of the founding faculty members, Dr. Novodvorsky created a course on classroom management for the Teacher Preparation Program, in recognition that this is a critical aspect of preparing teachers. Her current scholarly work at the university is focused on faculty development for improving instruction and assessment.
Connect
By prompting students to engage with key concepts, while continually adapting to their individual needs, Connect activates learning and empowers students to take control resulting in better grades and increased retention rates. Proven online content integrates seamlessly with our adaptive technology, and helps build student confidence outside of the classroom.
Learn MoreConnect Reporting
View complete, at-a-glance reports for individual students or the whole class. Generate powerful data related to student performance across learning outcomes, specific topics, level of difficulty and more. Additionally, you can compare student performance in different sections of the course.
Learn More
LMS Integration
With a single point of access, Connect seamlessly integrates with every learning management system on the market today. Quickly access registration, attendance, assignments, grades, and course resources in real time in one, familiar location.
Implementation and digital support
We provide self-directed resources, local, on campus training, and live webinar sessions, to get you up and running in a way that works for you, and to help you get the most out of Connect. We maintain a technical support team available to both instructors and students for any questions that might arise while using Connect.
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