Handbook of Classroom Management

3. Auflage 2022
ISBN: 978-1-032-23034-4
Verlag: Routledge

Buch, Englisch, 592 Seiten, Format (B × H): 183 mm x 260 mm, Gewicht: 1297 g

The Handbook of Classroom Management, Third Edition, is an authoritative treatment of the latest science and development in the study of classroom management in schools. Evidence-based classroom management practices and programs are essential to enhancing students’ academic, behavioral, social-emotional, and motivational outcomes across grade levels. This comprehensive volume collects scholarship and cutting-edge research for graduate students and faculty of psychology, teacher education, curriculum and instruction, special education, and beyond. The book has been thoroughly revised and expanded with updated coverage of foundational topics such as effective instruction, preventative strategies, positive behavior intervention and supports, family–school relationships, legal issues, and other related topics, while also giving new attention to social justice, students on the autism spectrum, and adaptations across urban, rural, and virtual contexts.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Sabornie, Edward J.

Espelage, Dorothy L.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

Part 1: Introduction 1. Introduction to the Third Edition Part 2: Methods of Classroom Management 2. Effective Instruction as the Basis for Classroom Management 3. Prevention Strategies for Classroom Management 4. Restorative Practices in Schools 5. First Step to Success: A Preventive, Early Intervention for Young Students with Disruptive Behavior Problems 6. Current Trends in Positive Behavioral Interventions and Supports: Implications for Classroom Management 7. Supporting Student’s Social, Emotional, and Behavior (SEB) Growth Through Tier 2 and 3 Intervention within a Multi-Tiered System of Supports (MTSS) Framework 8. Adapting Classroom Management for Delivery Across Contexts: A Focus on Urban, Rural, and Online Settings 9. Classroom Management in “No-Excuses” Charter Schools 10. Emerging Issues in School Bullying Research and Prevention Part 3: Context of Classroom Management 11. Teacher Stress and Classroom Management 12. The New Jim Crow in School: Exclusionary Discipline and Structural Racism 13. Why Effective Classroom Management Depends on Teachers’ Abilities to Engage Families 14. Teacher Training and Classroom Management 15. School Administration and Classroom Management 16. The Contribution of School and Classroom Disciplinary Practices to the School-to-Prison Pipeline 17. Rethinking K-12 Disciplinary Policies and Practices in Virtual School Settings: Initial School Responses to the COVID-19 Pandemic 18. Using Multimedia to Support Teacher Candidates’ Knowledge and Use of Evidence-Based Classroom Management Practices 19. International Research on the Foci and Effectiveness of Classroom Management Programs and Strategies Part 4: Social Perspectives of Classroom Management 20. Transformative Social-Emotional Learning and Classroom Management 21. Classroom Management at Different Timescales: An Interpersonal Perspective 22. Teacher Aggression and Classroom Management 23. An Equity-Driven Behavior Management Approach to Close the Discipline Gap Part 5: The Classroom Management and Student Type Interaction 24. Critical Race Theory Insights on Issues of Classroom Management 25. Classroom Management Instruction in Teacher Education: A Culturally Responsive Approach 26. Classroom Management to Support Students with Disabilities: Empowering General and Special Educators 27. Students with Autism and Classroom Management 28. Classroom Management in Early Childhood Education

Über Autor(innen)

Edward J. Sabornie is Professor in the College of Education in the Department of Teacher Education and Learning Sciences at North Carolina State University, USA.

Dorothy L. Espelage is William C. Friday Distinguished Professor of Education in the School of Education at University of North Carolina, USA.