Middle and Secondary Classroom Management: Lessons from Research and Practice

Carol Simon Weinstein

ISBN 10: 0073378615 / ISBN 13: 9780073378619

Edité par McGraw-Hill Education - Europe, 2010

A propos de cet article

Stressing the need to build caring, supportive relationships with and among students, this title offers research-based guidance on effective classroom management. It helps prospective and beginning teachers develop a philosophy of classroom management that focuses on building connections with students and creating safe, caring classrooms.

N° de réf. du vendeur CIN0073378615A

Détails bibliographiques

• Titre: Middle and Secondary Classroom Management: Lessons from Research and Practice
• Éditeur: McGraw-Hill Education - Europe
• Date de parution: 2010
• Langue: anglais
• ISBN à 10 chiffres: 0073378615
• ISBN à 13 chiffres: 9780073378619
• Reliure: Paperback
• Édition: 4ème Édition
• État de l'article: Fair

A propos de ce titre

Synopsis

Stressing the need to build caring, supportive relationships with and among students, Middle and Secondary Classroom Management: Lessons from Research and Practice offers research-based guidance on effective classroom management. It addresses current concerns about student motivation and helps prospective and beginning teachers develop a philosophy of classroom management that focuses on building connections with students and creating safe, caring classrooms. By integrating the thinking and the actual management practices of four real secondary teachers into discussions of research-based management principles, this introductory text helps readers connect theories with actual results. Further, the text demonstrates how real teachers can adapt to any circumstance--physical room constraints, curriculum requirements, challenging behaviors--and still be successful.

À propos des auteurs

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 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 bachelors degree in Physics and Mathematics, and masters 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.