Handbook of Classroom Management: Research, Practice, and Contemporary Issues

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Sonst. Personen	Evertson, Carolyn M. (Hrsg.); Weinstein, Carol S. (Hrsg.)
Titel	Handbook of Classroom Management: Research, Practice, and Contemporary Issues
Quelle	(2006), (1352 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8058-4753-7
Schlagwörter	Leitfaden; Classroom Techniques; Educational Research; Classroom Communication; Critical Theory; Social Class; Race; Gender Issues; Student Attitudes; Teacher Attitudes; Independent Study; Socialization; Emotional Intelligence; Early Childhood Education; Elementary Schools; Culturally Relevant Education; Middle Schools; High Schools; Special Education; Resource Room Programs; Inclusive Schools; Urban Schools; Group Activities; Technology Uses in Education; Language Arts; Classroom Environment; Grouping (Instructional Purposes); Student Projects; Teaching Methods; Motivation; Rewards; Self Motivation; Parent Participation; Teacher Student Relationship; Social Development; Moral Development; Prevention; Behavior Problems; Conflict Resolution; Peer Mediation; Bullying; Teacher Effectiveness; Standards; Teacher Education; Teacher Burnout; Anxiety; Teacher Researchers; Reflective Teaching; Discipline; Student Rights; Discipline Policy; Suspension; Expulsion; Student Diversity; Group Dynamics; Secondary Schools; Foreign Countries; Australia; Israel; Japan; Netherlands; Sweden; United Kingdom (England) + Suchen Sie Ihr Suchwort? Klassenführung; Bildungsforschung; Pädagogische Forschung; Klassengespräch; Kritische Theorie; Social classes; Soziale Klasse; Rasse; Abstammung; Geschlechterfrage; Schülerverhalten; Lehrerverhalten; Selbststudium; Socialisation; Sozialisation; Emotionale Intelligenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Inclusive school; Integrative Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gruppenaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sprachkultur; Klassenklima; Unterrichtsklima; Grouping; Gruppenbildung; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; psychologische; Motivation (psychologisch); Reward; Belohnung; Elternmitwirkung; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Entwicklung; Moralische Entwicklung; Prävention; Vorbeugung; Conflict solving; Konfliktlösung; Konfliktregelung; Peer Group; Mediation; Mobbing; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standard; Lehrerausbildung; Lehrerbildung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Angst; Lehrerforschung; Disziplin; Disziplinarmaßnahme; Ausschluss; Schulausschluss; Relegation; Gruppendynamik; Sekundarschule; Ausland; Australien; Niederlande; Schweden
Abstract	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. This book 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. The book is divided into 10 parts. Part I, Introduction, presents the initial chapters of the book: (1) Classroom Management as a Field of Inquiry (C. M. Evertson and C. S. Weinstein); and (2) History of Research on Classroom Management (J. Brophy). Part II, Alternative Paradigms for the Study of Classroom Management (J. Brophy), continues with chapters: (3) Behavioral Approaches to Classroom Management (T. J. Landrum and J. M. Kauffman); (4) Process-Outcome Approaches to Classroom Management and Effective Teaching (M. Gettinger and K. M. Kohler); (5) Ecological Approaches to Classroom Management (W. Doyle); (6) Classroom Management and Classroom Discourse (G. Morine-Dershimer); (7) Critical Theory Perspective on Social Class, Race, Gender, and Classroom Management (E. Brantlinger and S. Danforth); and (8) Student and Teacher Perspectives on Classroom Management (A. W. Hoy and C. S. Weinstein). Part III, Recent and Emergent Perspectives on Classroom Management (M. McCaslin), then presents: (9) Self-Regulated Learning and Classroom Management: Theory, Research, and Considerations for Classroom Practice (M. McCaslin, A. R. Bozack, L. Napoleon, A. Thomas, V. Vasquez, V. Wayman, and J. Zhang); (10) Building and Sustaining Caring Communities (M. Watson and V. Battistich); (11) Design-Based, Participation-Centered Approaches to Classroom Management (D. T. Hickey and N. J. Schafer); (12) From Compliance to Responsibility: Social and Emotional Learning and Classroom Management (M. J. Elias and Y. Schwab); and (13) Connections between Classroom Management and Culturally Responsive Teaching (G. Gay). Part IV, Classroom Management in Specific Contexts (A. W. Hoy), includes the next chapters: (14) Classroom Management in Early Childhood and Elementary Classrooms (K. Carter and W. Doyle); (15) Classroom Management in Middle and High School Classrooms (E. T. Emmer and M. C. Gerwels); (16) Classroom Management in Special Education Classrooms and Resource Rooms (K. Lane, K. Falk, and J. Wehby); (17) Classroom Management in Inclusive Settings (L. C. Soodak and M. R. McCarthy); and (18) Classroom Management in Urban Classrooms (H. R. Milner). Part V, Managing the Instructional Formats of Contemporary Classrooms (J. M. Cooper), includes: (19) Managing Groupwork in the Heterogeneous Classroom (R. A. Lotan); (20) Classroom Management and Technology (C. M. Bolick and J. M. Cooper); (21) Organization and Management of Language Arts Teaching: Classroom Environments, Grouping Practices, and Exemplary Instruction (L. M. Morrow, D. R. Reutzel, and H. Casey); and (22) Pervasive Management of Project-Based Learning: Teachers as Guides and Facilitators (J. R. Mergendoller, T. Markham, J. Ravitz, and J. Larmer). Part VI, Research and Theory with Implications for Classroom Management (T. L. Good), contains: (23) A Social Motivation Perspective for Classroom Management (K. R. Wentzel); (24) Extrinsic Rewards and Inner Motivation (J. Reeve); (25) Why Research on Parental Involvement Is Important to Classroom Management (J. M. T. Walker and K. V. Hoover-Dempsey); (26) Classroom Management and Relationships between Children and Teachers: Implications for Research and Practice (R. C. Pianta); and (27) Classroom Management for Moral and Social Development (L. Nucci). Part VII, Programs for Classroom Management and Discipline (E. T. Emmer), continues with: (28) Research-Based Programs for Preventing and Solving Discipline Problems (H. J. Freiberg and J. M. Lapointe); (29) Helping Individual Students with Problem Behavior (S. L. Robinson and S. M. R. Griesemer); (30) Conflict Resolution, Peer Mediation, and Peacemaking (D. Johnson and R. Johnson); (31) Schoolwide Positive Behavior Support: Building Systems to Develop and Maintain Appropriate Social Behavior (T. J. Lewis, L. L. Newcomer, R. Trussell, and M. Richter); and (32) Bullying: Theory, Research, and Interventions (I. Hyman, B. Kay, A. Tabori, M. Weber, M. Mahon, and I. Cohen). Part VIII, Teaching and Learning about Classroom Management (C. M. Evertson), offers: (33) How Do Teachers Learn to Be Effective Classroom Managers? (V. Jones); (34) The Place of Classroom Management and Standards in Teacher Education (L. Stough); (35) Classroom Management and Teacher Stress and Burnout (I. A. Friedman); (36) Teacher Research and Classroom Management: What Questions Do Teachers Ask? (K. Fries and M. Cochran-Smith); and (37) The Convergence of Reflective Practice and Effective Classroom Management (B. Larrivee). Part IX, Policy, Law, Ethics, and Equity (I. Hyman), includes: (38) Classroom Management, Discipline, and the Law: Clarifying Confusions about Students' Rights and Teachers' Authority (D. Schimmel); (39) Schoolwide Discipline Policies: An Analysis of the Discipline Codes of Conduct (P. Fenning and H. Bohanon); (40) Classroom Management as a Moral Activity (C. Fallona and V. Richardson); (41) Zero Tolerance, Suspension, and Expulsion: Questions of Equity and Effectiveness (R. J. Skiba and M.K. Rausch). Part X, International Perspectives on Classroom Management (T. Wubbels), concludes the book with the remaining chapters: (42) Contexts and Attributions for Difficult Behavior in English Classrooms (A. Miller); (43) Classroom Management in Multicultural Classes in an Immigrant Country: The Case of Israel (M. Ben-Peretz, B. Eilam, and E. Yankelevich); (44) Group Phenomena and Classroom Management in Sweden (K. Granstrom); (45) An Interpersonal Perspective on Classroom Management in Secondary Classrooms in the Netherlands (T. Wubbels, M. Brekelmans, P. den Brok, and J. van Tartwijk); (46) Classroom Discipline in Australia (R. Lewis); and (47) Classroom Management in Postwar Japan: The Life Guidance Approach (K. Nishioka). (ERIC).
Anmerkungen	Lawrence Erlbaum Associates. 10 Industrial Avenue, Mahwah, NJ, 07430. Tel: 800-926-6579; Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10