Elementary classroom management : lessons from research and practice / Molly Romano, Tanque Verde School District, Tucson, Arizona, Carol Simon Weinstein, Rutgers, the State University of New Jersey.
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TextEdition: Seventh EditionDescription: xxiii, 358 pages ; 24 cmISBN: 9781264299836Subject(s): Classroom management -- United States -- Case studies | Education, Elementary -- United States -- Case studies | Home and school -- United States | Children with disabilities -- Education -- United StatesAdditional physical formats: Online version:: Elementary classroom managementDDC classification: 371.102 LOC classification: LB3013 | .W45 2022Summary: "As we prepare each new edition of this book, we engage in an extensive review of the current literature on classroom management, including books, journal articles, and online resources. We take what we read and apply it to the text by updating references, adding fresh concepts, and incorporating new findings into the text. This current edition, however, benefited from an additional source of material and inspiration. What we found from both the literature review and firsthand experience is that the way we originally framed our ideas about classroom management continues to hold up after several editions of the text. The "new" topics today are simply reiterations of our original ideas. Perhaps they are framed in a different way or are given a new name, but essentially what makes classroom management effective remains the same. In short, both our research and our experiences support our belief that most problems of classroom disorder can be avoided if teachers foster positive relationships with students, implement engaging instruction, and use good preventive management strategies. We have, however, seen a shift in the way people are talking about education in general, or what is important in schools today. Our previous edition identified the "hot topics" in education as increasing academic achievement; implementing core curriculum standards; incorporating technology into the curriculum; bullying; reducing the achievement gap among students from different racial, ethnic, and economic backgrounds; and assessing students' learning. Although these topics remain relevant in schools today, our newest review found that classroom management has come to the forefront of the discussion on how we can achieve academic success and protect the well-being of all of our students. In recent years, there has been an increased amount of research on building strong teacher-student relationships, engaging in culturally responsive teaching, directly teaching social skills, and increasing opportunities for students to respond in the learning process. In this current edition, we have incorporated these new findings into our existing discussions of these issues"--
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GIFT University, Library
GIFT University, Library |
371.102 ROM-E (Browse shelf(Opens below)) | Available | 25016 |
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| 370.72 MIL-E Educational Research: Competencies for Analysis and Applications | 370.78 BES-R Research in Education | 371.077 IBR-D Deeni Madaris | 371.102 ROM-E Elementary classroom management : lessons from research and practice / | 371.2 EDU Educational Leadership: Theorising Professional Practice in Neoliberal Times | 371.2 NOR-L Leadership case studies in education / | 371.200973 LUN-E Educational administration : concepts and practices / |
Seventh edition published 2019, with Carol Simon Weinstein as principal author.
Includes bibliographical references and indexes.
"As we prepare each new edition of this book, we engage in an extensive review of the current literature on classroom management, including books, journal articles, and online resources. We take what we read and apply it to the text by updating references, adding fresh concepts, and incorporating new findings into the text. This current edition, however, benefited from an additional source of material and inspiration. What we found from both the literature review and firsthand experience is that the way we originally framed our ideas about classroom management continues to hold up after several editions of the text. The "new" topics today are simply reiterations of our original ideas. Perhaps they are framed in a different way or are given a new name, but essentially what makes classroom management effective remains the same. In short, both our research and our experiences support our belief that most problems of classroom disorder can be avoided if teachers foster positive relationships with students, implement engaging instruction, and use good preventive management strategies. We have, however, seen a shift in the way people are talking about education in general, or what is important in schools today. Our previous edition identified the "hot topics" in education as increasing academic achievement; implementing core curriculum standards; incorporating technology into the curriculum; bullying; reducing the achievement gap among students from different racial, ethnic, and economic backgrounds; and assessing students' learning. Although these topics remain relevant in schools today, our newest review found that classroom management has come to the forefront of the discussion on how we can achieve academic success and protect the well-being of all of our students. In recent years, there has been an increased amount of research on building strong teacher-student relationships, engaging in culturally responsive teaching, directly teaching social skills, and increasing opportunities for students to respond in the learning process. In this current edition, we have incorporated these new findings into our existing discussions of these issues"--
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