Cengage Learning

The SAGE Encyclopedia of Classroom Management, 1st Edition

  • W. George Scarlett
  • Published By: SAGE
  • ISBN-10: 1483346234
  • ISBN-13: 9781483346236
  • DDC: 371.102
  • Grade Level Range: College Freshman - College Senior
  • 984 Pages | eBook
  • Original Copyright 2015 | Published/Released December 2015
  • This publication's content originally published in print form: 2015

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About

Overview

This text raises issues and introduces evidence-based, real-world strategies for creating and maintaining well-managed classrooms where learning thrives. Students studying to become teachers will need to develop their own classroom management strategies consistent with their own philosophies of teaching and learning. This work aims to open their eyes to the range of issues and the array of skills they might integrate into their unique teaching styles.

Table of Contents

Front Cover.
Half Title Page.
Editorial Board.
Title Page.
Copyright Page.
Contents.
Other Frontmatter.
List of Entries.
Reader's Guide.
About the Editor.
Contributors.
Introduction.
1: Ability Grouping.
2: Academic Disciplinary Practices.
3: Active Listening and I-Messages.
4: Active Student Responding.
5: African American Styles of Teaching and Disciplining.
6: Age and Classroom Management.
7: American Individualisms.
8: American Sign Language.
9: Anti-Bias Education.
10: Application of Positive Behavioral Interventions and Supports to Schoolwide and Classroom Settings.
11: Applied Behavior Analysis.
12: Approaches to Classroom Management: Types.
13: Art: Studio Approaches to Learning Environments.
14: Arts for Learning Environments.
15: Asian American Students.
16: Asian Americans as Model Minority.
17: Assessing and Promoting Treatment Integrity.
18: Assessing Classroom Management.
19: Assessment of Students.
20: Assessment of Teacher-Student Relationships.
21: Assessment of Tests and Exams.
22: Assistive Technology.
23: Attachment Theory.
24: Attachment to Teachers.
25: Attention Deficit Hyperactivity Disorder.
26: Attribution Theory.
27: Authority, Children's Concepts of.
28: Authority and Classrooms.
29: Autism and Inclusion in Classrooms.
30: Autism Spectrum Disorders.
31: Beginning Teachers and Classroom Management.
32: Beginning the School Year.
33: Behavior Disorders.
34: Behavior Support Plans.
35: Behavioral Approaches, Foundations of.
36: Behavioral Online Screening for School Settings.
37: Behavioral Supports for Secondary Education Classrooms.
38: Beliefs about Discipline Inventory.
39: Bilingual Education.
40: Bilingualism and Students with Disabilities.
41: Boundaries.
42: Brophy, Jere.
43: Bullying, Gender Differences in.
44: Bullying and Bullying Prevention.
45: Bullying and the Law.
46: Caring Approaches.
47: Character Education.
48: Cheating.
49: Check In/Check Out.
50: Chinese Model of Classroom Management.
51: Choral Response.
52: Class Meetings.
53: Classroom Management and Maslow's Humanist Psychology.
54: Classroom Management Consultation Strategies.
55: Classroom Organization and Management Program.
56: Classwide Peer Tutoring.
57: Climate: School and Classroom.
58: Clocklight.
59: Cogenerative Dialogue and Urban Classrooms.
60: Collaborative Approach to Classroom Management.
61: Collaborative for Academic, Social, and Emotional Learning.
62: Community Approaches to Classroom Management.
63: Computer-Assisted Instruction.
64: Conditions for Learning.
65: Conduct Disorder.
66: Conflict Management.
67: Constructivist Approaches.
68: Consulting with Teachers.
69: Cooperation and Competition.
70: Cooperative Learning Groups.
71: Corporal Punishment.
72: Co-Teaching for Inclusive Classrooms.
73: Council for Children with Behavioral Disorders.
74: Creativity and Classroom Management.
75: Cultural Diversity.
76: Culturally Different Students in Gifted Education.
77: Culturally Pluralistic Classrooms.
78: Culturally Responsive Classrooms.
79: Culturally Responsive Classrooms for African American Students.
80: Curriculum and Classroom Management.
81: Curriculum Compacting.
82: Cyberbullying.
83: Deaf Students.
84: Definitions of Classroom Management.
85: Democratic Meetings.
86: Democratic Practices in Classrooms and Schools.
87: Desists.
88: Detention.
89: Developmental Approaches.
90: Developmental Discipline.
91: Developmentally Appropriate Practice.
92: Diagnostic and Statistical Manual (DSM).
93: Differential Treatment and Reinforcement.
94: Differentiated Instruction.
95: Digital Technology and Classroom Management.
96: Disabilities and Classroom Management.
97: Discipline, School and Classroom.
98: Discipline Codes of Conduct.
99: Disruptive Behaviors, Positive Approaches to.
100: Documentation and Classroom Management.
101: Dropout Prevention.
102: Drugs and Alcohol.
103: Dynamic and Relational Systems Theory.
104: Dysfunctional Classroom Systems.
105: Dyslexia: Individualizing Instruction.
106: Early Childhood Education and Classroom Management.
107: Ecological Approaches.
108: Educational Reform and Teacher Effectiveness.
109: Elementary Education and Classroom Management.
110: Emergency Procedures and Students with Disabilities.
111: Emotion Regulation.
112: Engaging Students Through Opportunities to Respond.
113: English Language Learners and Classroom Behavior.
114: English Learners.
115: Ethics, Power, and Classroom Management.
116: Evertson, Carolyn.
117: Evidence-Based Classroom Management.
118: Executive Function and Behavior Problems.
119: Exemplary Teachers.
120: Expectations: Teachers' Expectations of Students.
121: Extinction.
122: Facilitated Social Learning Groups.
123: Feminist Perspectives on Classroom Management.
124: Field Trips.
125: Field Trips, Legal Requirements for.
126: Fostering Classroom Engagement.
127: Functional Analysis.
128: Functional Behavioral Assessment.
129: Gender and Classroom Management.
130: Gifted Students and Effective Classroom Practices.
131: Glasser, William.
132: Good Behavior Game.
133: Gordon, Thomas.
134: Government Policy and Classroom Management.
135: Guns: History, Policy, Consequences.
136: Haitian Students.
137: Help-Seeking Methods.
138: High School and Classroom Management.
139: High-Stakes Testing.
140: History of Classroom Management.
141: Home-School Connections.
142: Home-School Connections With Latino Families.
143: Homework.
144: Homophobia.
145: Human Rights Education.
146: Humor.
147: Identity.
148: Immigrant Children and Families.
149: Impulse Control.
150: Inclusive Classrooms.
151: Individualized Education Programs.
152: Individuals with Disabilities Education Act.
153: Inequities and Class Discussions.
154: Inservice Teacher Education.
155: Institutional Racism.
156: Instruction and Cognitive Load.
157: Instructional Rounds.
158: Intellectual Disabilities (Mental Retardation).
159: Intelligence.
160: Interactive Teaching.
161: Interdisciplinary Team Teaching.
162: Interpersonal Attribution Theory and Classroom Management.
163: Interpersonal Systems and Problem Behavior.
164: Japanese Model of Classroom Management.
165: Jones, Fred.
166: Just Community.
167: Kindergarten and Classroom Management.
168: Kohlberg, Lawrence.
169: Kounin, Jacob.

Meet the Author

Author Bio

W. George Scarlett

W. George Scarlett is a graduate of Yale University (B.A.) and Clark University (Ph.D., Developmental Psychology). He has worked with such giants of the field as Jerome Bruner and Howard Gardner and has authored numerous articles on children¿s play and co-authored books on parenting, managing behavior problems, and religious-spiritual development in childhood. His past research at Harvard Project Zero, the Language and Cognitive Developmental Center and the Cambridge-Somerville Mental Health Center includes development of play assessment techniques for work with typical, at-risk, and atypical children. For over two decades he has taught courses on children¿s play. Currently, he is deputy chair of the Eliot-Pearson Department of Child Development at Tufts University. He is also co-editing the Encyclopedia of Spiritual Development in Childhood and Adolescence for Sage, scheduled to be published in 2005.