Verfügbarkeit: Middle and secondary classroom management

Middle and secondary classroom management: lessons from research and practice

Gespeichert in:

Bibliographische Detailangaben
1. Verfasser:	Weinstein, Carol Simon (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Boston [u.a.] McGraw-Hill c2007
Ausgabe:	3. ed., internat. ed.
Schlagworte:	Classroom management Education, Secondary Education, Elementary Classroom environment Unterrichtsraum Unterrichtsprozess Lernumwelt
Online-Zugang:	Publisher description Inhaltsverzeichnis
Beschreibung:	Rev. ed. of: Secondary classroom management. c2003. Includes bibliographical references and indexes
Beschreibung:	XXVI, 434, [13] S. Ill.
ISBN:	0071107649 9780071107648

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Datensatz im Suchindex

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adam_text	Contents PREFACE xix ______________ PARTI INTRODUCTION 1______________ CHAPTER 1 CHARACTERISTICS AND CONTRADICTIONS OF THE MIDDLE AND HIGH SCHOOL CLASSROOM 2 Guiding Assumptions 6 Plan of the Book 9 Meeting the Teachers 10 Fred Cerequas 10 Donnie Collins 12 Sandra Krupinskí 15 Christina Lugo Vreeland 18 What Do the Students Say? 21 Concluding Comments 24 Summary 26 Activities for Skill Building and Reflection 27 For Further Reading 28 References 28 PART Π ESTABUSHING AN ENVIRONMENT __________________ FOR LEARNING 31__________________ CHAPTER 2 DESIGNING THE PHYSICAL ENVIRONMENT 32 Five Functions of the Classroom Setting 33 Security and Shelter 34 Social Contact 35 Symbolic Identification 42 xi xii Contents Task Instrumentality 44 Pleasure 44 Practical Tips for: Arranging a Functional Classroom 45 The Teacher as Environmental Designer 46 Think about the Activities the Room Will Accommodate 46 Think about Whether the Students in Your Classroom Have Special Needs That Require Environmental Modifications 47 Draw a Floor Plan 47 Involve Students in Environmental Decisions 48 Try the New Arrangement, Evaluate, and Redesign 48 Some Thoughts on Having to Share Rooms 49 Being a Good Roommate 50 Concluding Comments 50 Summary 51 Activities for Skill Building and Reflection 52 For Further Reading 53 Organizational Resources 54 References 54 CHAPTER 3 SETTING THE TONE: CREATING SAFER, MORE CARING CLASSROOMS 56 Ways of Showing Care and Respect 59 Be Welcoming 59 Be Sensitive to Students Concerns 60 Welcome Students Input 62 Be Fair 63 Be a Real Person (Not Just a Teacher) 66 Become Aware of Adolescent Culture 67 Promote Autonomy by Sharing Responsibility 68 Be Inclusive 69 Practical Tips for: Developing Cultural literacy 71 Search for Students Strengths 72 Develop Communication Skills 73 A Note about Touching 77 Building Caring Relationships among Students 78 Ask the Students 78 Model the Traits You Want Students to Have 80 Provide Opportunities for Students to Get to Know One Another 80 Practical Tips for: Helping Your Students to Get Acquainted 82 Hold Class Meetings 83 Curb Peer Harassment 84 Be Alert for Student-to-Student Sexual Harassment 85 Use Cooperative Learning Groups 87 A Cautionary Tale 87 Concluding Comments 88 Summary 89 Contents xiii Activities for Skill Building and Reflection 90 For Further Reading 91 Organizational Resources 92 References 92 CHAPTER 4 ESTABLISHING NORMS FOR BEHAVIOR 96 Research on Effective Classroom Management 97 Defining Your Expectations for Behavior 99 Planning Rules for General Conduct 100 Planning Routines for Specific Situations 104 The First Few Days of School: Teaching Students about the Norms 108 Concluding Comments 115 Summary 115 Activities for Skill Building and Reflection 116 For Further Reading 117 References 117 CHAPTER 5 WORKING WITH FAMILIES 119 Challenges to Family-Teacher Cooperation 121 Teacher Reluctance to Involve Families in Schooling 121 Parent Reluctance to Become Involved in Schooling 123 The Changing Nature of the Family 126 Overcoming the Challenges: Fostering Collaboration between Families and Schools 127 Helping Families to Fulfill Their Basic Obligations 127 Fulfilling the Basic Obligations of Schools — Communicating with Families 131 Practical Tips for: Reacting Hard to Reach Parents 133 Practical Tips for: Making Productive Telephone Contacts with Parents 134 Practical Tips for: Back-to-School Night 138 Family Involvement in School 141 Family Involvement in Learning Activities at Home 143 Concluding Comments 146 Summary 147 Activities for Skill Building and Reflection 148 For Further Reading 150 Organizational Resources 150 References 151 CHAPTER 6 MAKING THE MOST OF CLASSROOM TIME 154 How Much Time Is There, Anyway? 155 Increasing Opportunity to Learn 160 Maintaining Activity Flow 161 Practical Tips for: Increasing Students Learning Time 162 Minimizing Transition Time 164 xiv Contents Practical Tips for: Teaching Transitions 168 Holding Students Accountable 168 The Use of Block Scheduling 174 Practical Tips for: Handling Paperwork 175 Concluding Comments 178 Summary 178 Activities for Skill Building and Reflection 179 For Further Reading 181 References 182 PARTIU ORGANIZING AND MANAGING __________________ INSTRUCTION 185__________________ CHAPTER 7 ENHANCING STUDENTS MOTIVATION 186 What Is Realistic? What Is Appropriate? 188 An Expectancy X Value Framework 188 Strategies for Increasing Expectations of Success 190 Provide Opportunities for Success 190 Teach Students to Set Reasonable Goals and to Assess Their Own Performance 192 Help Students Recognize the Relationship between Effort and Outcome 195 Provide Informative Feedback 195 Provide Special Motivational Support to Discouraged Students 197 Enhancing the Value of the Task 199 Relate Lessons to Students Own Lives 199 Provide Opportunities for Choice 201 Model Interest in Learning and Express Enthusiasm for the Material 202 Include Novelty/Variety Elements 202 Provide Opportunities for Students to Respond Actively 202 Allow Students to Create Finished Products 203 Provide Opportunities for Students to Interact with Peers 204 Provide Extrinsic Rewards 204 Motivating Underachieving and Disaffected Students 207 Practical Tips for: Using Rewards 208 Concluding Comments 211 Summary 211 Activities for Skill Building and Reflection 212 For Further Reading 213 References 214 CHAPTER 8 MANAGING INDEPENDENT WORK 217 What s Wrong with Seatwork? 219 Implications for Classroom Practice 223 Assign Work That Is Meaningful, Useful, and Relevant to Students 223 Contents Practical Tips for: Using Independent Work Effectively 224 Match the Work to Varying Achievement Levels 225 Make Sure That Written and Oral Directions Are Clear 226 Monitor Behavior and Comprehension 229 Plan for Ragged Endings 231 Concluding Comments 232 Summary 233 Activities for Skill Building and Reflection 233 For Further Reading 235 References 235 CHAPTER 9 MANAGING GROUPWORK 237 The Pitfalls of Groupwork 239 Designing Successful Groupwork 244 Decide on the Type of Group to Use 244 Practical Tips for: Designing and Implementing Successful Groupwork 245 Decide on the Size of the Group 248 Decide on Group Composition 249 Structure Cooperative Tasks for Positive Interdependence 252 Ensure Individual Accountability 254 Teach Students to Cooperate 255 Monitor Learning, Involvement, and Cooperative Behavior 262 Two Specific Approaches to Cooperative Learning 264 figsaw 264 The Structural Approach to Cooperative Learning 265 Concluding Comments 2б7 Summary 268 Activities for Skill Building and Reflection 269 For Further Reading 270 Organizational Resources 271 References 271 CHAPTER 10 MANAGING RECITATIONS AND DISCUSSIONS 274 The Pitfalls of Recitations and Teacher-Led Discussions 281 Unequal Participation 281 Losing It All: Pace, Focus, and Involvement 281 Difficulties in Monitoring Students Comprehension 282 Incompatibility with the Communication Patterns That Students Bring to School 283 Strategies for Managing Recitations and Teacher-Led Discussions 285 Distributing Chances to Participate 285 Practical Тгрѕ for: Managing Recitations and Teacher-Led Discussions 286 Providing Time to Think without Losing the Pace 289 Stimulating and Maintaining Interest 290 Contents Providing Feedback without Losing the Pace 292 Monitoring Comprehension 294 Supporting the Participation of Diverse Learners 295 Moderating Student-Centered Discussions 297 Concluding Comments 301 Practical Tips for: Moderating Student-Centered Discussions 302 Summary 303 Activities for Skill Building and Reflection 305 For Further Reading 306 References 307 PART IV COPING WITH THE CHALLENGES 311 CHAPTER 11 PROTECTING AND RESTORING ORDER 312 Principles for Dealing with Inappropriate Behavior 313 Dealing with Minor Misbehavior 319 Nonverbal Interventions 319 Practical Tips for: Dealing with Minor Misbehavior 319 Verbal Interventions 320 Deliberately Ignoring the Misbehavior 323 Dealing with More Serious Misbehavior: Using Penalties 323 Selecting Penalties 323 Imposing Penalties 328 The Issue of Consistency 329 Penalizing the Group for Individual Misbehavior 330 Dealing with Chronic Misbehavior 330 Resolving Conflicts through Problem Solving 330 Approaches Based on Principles of Behavior Modification 332 Using an Ecosystemic Approach: Changing Problem Behavior by Ref raming 339 Dealing with Thorny Problems 342 Defiance 342 Practical Tips for: Handling Defiance 343 Failure to Do Homework 344 Practical Tips for: Increasing the Likelihood That Students Will Do Their Homework 345 Cheating 345 Practical Tips for: Dealing with Cheating 347 When Discipline Violates Students Constitutional Rights 348 Concluding Comments 349 Summan· 350 Activities for Skill Building and Reflection 352 For Further Reading 353 References 354 Contents xvii CHAPTER 12 HELPING STUDENTS WITH SPECIAL NEEDS 357 Helping Students with Disabilities and ADHD 359 Learning Disabilities 362 Emotional and Behavioral Disorders 363 Practical Tips for: Helping Students with Conduct Disorder 364 Pervasive Developmental Disorders: Autism and Asperger Syndrome 366 Practical Tips for: Helping Students with Asperger Syndrome 367 Attention-Deficit/Hyperactivity Disorder 368 General Strategies for Helping Students with Disabilities and ADHD 370 Practical Tips for: Helping Students with ADHD 3 71 Practical Tips for: Co-Teaching in Secondary Classrooms 373 Helping Students Who Are English-Language Learners 379 Helping Students Who Are Troubled 381 Practical Tips for: Helping English-Language Learners 382 Substance A buse 383 Practical Tips for: Helping Children of Alcoholics/Addicts 386 Abuse and Neglect 391 Eating Disorders 394 Talking with Students Who Have Problems 396 Concluding Comments 396 Summary 397 Activities for Skill Building and Reflection 399 For Further Reading 400 Organizational Resources 401 References 401 CHAPTER 13 PREVENTING AND RESPONDING TO VIOLENCE 405 How Much Violence Is There? 406 Improving Security Systems 406 Strategies for Preventing Violence 407 Building Supportive School Communities 407 Teaching Social-Emotional Skills and Conflict Resolution 411 Practical Tips for: Dealing with Cyber-Bullying 412 Knowing the Early Warning Signs of Potential for Violence 417 Being Attentive to WJyispers and Rumors 419 De-escalating Potentially Explosive Situations 420 Practical Tips for: Managing Potentially Explosive Situations 421 Being Alert for the Presence of Gang Actii nty 422 Asking Students to Contribute to Violence Prevention Efforts 424 Responding to Violence 425 Coping with Aggressive Behavior 425 Practical Tips for: Responding Effectively to Physical Eights 428 Responding Effectively to Physical Eights 428 xviii Contents Concluding Comments 428 Summary 429 Activities for Skill Building and Reflection 430 For Further Reading 431 Organizational Resources 431 References 432 NAME INDEX N1-1 SUBJECT INDEX SI-1
adam_txt	Contents PREFACE xix _ PARTI INTRODUCTION 1_ CHAPTER 1 CHARACTERISTICS AND CONTRADICTIONS OF THE MIDDLE AND HIGH SCHOOL CLASSROOM 2 Guiding Assumptions 6 Plan of the Book 9 Meeting the Teachers 10 Fred Cerequas 10 Donnie Collins 12 Sandra Krupinskí 15 Christina Lugo Vreeland 18 What Do the Students Say? 21 Concluding Comments 24 Summary 26 Activities for Skill Building and Reflection 27 For Further Reading 28 References 28 PART Π ESTABUSHING AN ENVIRONMENT _ FOR LEARNING 31_ CHAPTER 2 DESIGNING THE PHYSICAL ENVIRONMENT 32 Five Functions of the Classroom Setting 33 Security and Shelter 34 Social Contact 35 Symbolic Identification 42 xi xii Contents Task Instrumentality 44 Pleasure 44 Practical Tips for: Arranging a Functional Classroom 45 The Teacher as Environmental Designer 46 Think about the Activities the Room Will Accommodate 46 Think about Whether the Students in Your Classroom Have Special Needs That Require Environmental Modifications 47 Draw a Floor Plan 47 Involve Students in Environmental Decisions 48 Try the New Arrangement, Evaluate, and Redesign 48 Some Thoughts on Having to Share Rooms 49 Being a Good Roommate 50 Concluding Comments 50 Summary 51 Activities for Skill Building and Reflection 52 For Further Reading 53 Organizational Resources 54 References 54 CHAPTER 3 SETTING THE TONE: CREATING SAFER, MORE CARING CLASSROOMS 56 Ways of Showing Care and Respect 59 Be Welcoming 59 Be Sensitive to Students' Concerns 60 Welcome Students'Input 62 Be Fair 63 Be a Real Person (Not Just a Teacher) 66 Become Aware of Adolescent Culture 67 Promote Autonomy by Sharing Responsibility 68 Be Inclusive 69 Practical Tips for: Developing Cultural literacy 71 Search for Students'Strengths 72 Develop Communication Skills 73 A Note about Touching 77 Building Caring Relationships among Students 78 Ask the Students 78 Model the Traits You Want Students to Have 80 Provide Opportunities for Students to Get to Know One Another 80 Practical Tips for: Helping Your Students to Get Acquainted 82 Hold Class Meetings 83 Curb Peer Harassment 84 Be Alert for Student-to-Student Sexual Harassment 85 Use Cooperative Learning Groups 87 A Cautionary Tale 87 Concluding Comments 88 Summary 89 Contents xiii Activities for Skill Building and Reflection 90 For Further Reading 91 Organizational Resources 92 References 92 CHAPTER 4 ESTABLISHING NORMS FOR BEHAVIOR 96 Research on Effective Classroom Management 97 Defining Your Expectations for Behavior 99 Planning Rules for General Conduct 100 Planning Routines for Specific Situations 104 The First Few Days of School: Teaching Students about the Norms 108 Concluding Comments 115 Summary 115 Activities for Skill Building and Reflection 116 For Further Reading 117 References 117 CHAPTER 5 WORKING WITH FAMILIES 119 Challenges to Family-Teacher Cooperation 121 Teacher Reluctance to Involve Families in Schooling 121 Parent Reluctance to Become Involved in Schooling 123 The Changing Nature of the Family 126 Overcoming the Challenges: Fostering Collaboration between Families and Schools 127 Helping Families to Fulfill Their Basic Obligations 127 Fulfilling the Basic Obligations of Schools — Communicating with Families 131 Practical Tips for: Reacting Hard to Reach"Parents 133 Practical Tips for: Making Productive Telephone Contacts with Parents 134 Practical Tips for: Back-to-School Night 138 Family Involvement in School 141 Family Involvement in Learning Activities at Home 143 Concluding Comments 146 Summary 147 Activities for Skill Building and Reflection 148 For Further Reading 150 Organizational Resources 150 References 151 CHAPTER 6 MAKING THE MOST OF CLASSROOM TIME 154 How Much Time Is There, Anyway? 155 Increasing Opportunity to Learn 160 Maintaining Activity Flow 161 Practical Tips for: Increasing Students'Learning Time 162 Minimizing Transition Time 164 xiv Contents Practical Tips for: Teaching Transitions 168 Holding Students Accountable 168 The Use of Block Scheduling 174 Practical Tips for: Handling Paperwork 175 Concluding Comments 178 Summary 178 Activities for Skill Building and Reflection 179 For Further Reading 181 References 182 PARTIU ORGANIZING AND MANAGING _ INSTRUCTION 185_ CHAPTER 7 ENHANCING STUDENTS' MOTIVATION 186 What Is Realistic? What Is Appropriate? 188 An Expectancy X Value Framework 188 Strategies for Increasing Expectations of Success 190 Provide Opportunities for Success 190 Teach Students to Set Reasonable Goals and to Assess Their Own Performance 192 Help Students Recognize the Relationship between Effort and Outcome 195 Provide Informative Feedback 195 Provide Special Motivational Support to Discouraged Students 197 Enhancing the Value of the Task 199 Relate Lessons to Students'Own Lives 199 Provide Opportunities for Choice 201 Model Interest in Learning and Express Enthusiasm for the Material 202 Include Novelty/Variety Elements 202 Provide Opportunities for Students to Respond Actively 202 Allow Students to Create Finished Products 203 Provide Opportunities for Students to Interact with Peers 204 Provide Extrinsic Rewards 204 Motivating Underachieving and Disaffected Students 207 Practical Tips for: Using Rewards 208 Concluding Comments 211 Summary 211 Activities for Skill Building and Reflection 212 For Further Reading 213 References 214 CHAPTER 8 MANAGING INDEPENDENT WORK 217 What s Wrong with Seatwork? 219 Implications for Classroom Practice 223 Assign Work That Is Meaningful, Useful, and Relevant to Students 223 Contents Practical Tips for: Using Independent Work Effectively 224 Match the Work to Varying Achievement Levels 225 Make Sure That Written and Oral Directions Are Clear 226 Monitor Behavior and Comprehension 229 Plan for Ragged Endings 231 Concluding Comments 232 Summary 233 Activities for Skill Building and Reflection 233 For Further Reading 235 References 235 CHAPTER 9 MANAGING GROUPWORK 237 The Pitfalls of Groupwork 239 Designing Successful Groupwork 244 Decide on the Type of Group to Use 244 Practical Tips for: Designing and Implementing Successful Groupwork 245 Decide on the Size of the Group 248 Decide on Group Composition 249 Structure Cooperative Tasks for Positive Interdependence 252 Ensure Individual Accountability 254 Teach Students to Cooperate 255 Monitor Learning, Involvement, and Cooperative Behavior 262 Two Specific Approaches to Cooperative Learning 264 figsaw 264 The Structural Approach to Cooperative Learning 265 Concluding Comments 2б7 Summary 268 Activities for Skill Building and Reflection 269 For Further Reading 270 Organizational Resources 271 References 271 CHAPTER 10 MANAGING RECITATIONS AND DISCUSSIONS 274 The Pitfalls of Recitations and Teacher-Led Discussions 281 Unequal Participation 281 Losing It All: Pace, Focus, and Involvement 281 Difficulties in Monitoring Students ' Comprehension 282 Incompatibility with the Communication Patterns That Students Bring to School 283 Strategies for Managing Recitations and Teacher-Led Discussions 285 Distributing Chances to Participate 285 Practical Тгрѕ for: Managing Recitations and Teacher-Led Discussions 286 Providing Time to Think without Losing the Pace 289 Stimulating and Maintaining Interest 290 Contents Providing Feedback without Losing the Pace 292 Monitoring Comprehension 294 Supporting the Participation of Diverse Learners 295 Moderating Student-Centered Discussions 297 Concluding Comments 301 Practical Tips for: Moderating Student-Centered Discussions 302 Summary 303 Activities for Skill Building and Reflection 305 For Further Reading 306 References 307 PART IV COPING WITH THE CHALLENGES 311 CHAPTER 11 PROTECTING AND RESTORING ORDER 312 Principles for Dealing with Inappropriate Behavior 313 Dealing with Minor Misbehavior 319 Nonverbal Interventions 319 Practical Tips for: Dealing with Minor Misbehavior 319 Verbal Interventions 320 Deliberately Ignoring the Misbehavior 323 Dealing with More Serious Misbehavior: Using Penalties 323 Selecting Penalties 323 Imposing Penalties 328 The Issue of Consistency 329 Penalizing the Group for Individual Misbehavior 330 Dealing with Chronic Misbehavior 330 Resolving Conflicts through Problem Solving 330 Approaches Based on Principles of Behavior Modification 332 Using an Ecosystemic Approach: Changing Problem Behavior by Ref raming 339 Dealing with Thorny Problems 342 Defiance 342 Practical Tips for: Handling Defiance 343 Failure to Do Homework 344 Practical Tips for: Increasing the Likelihood That Students Will Do Their Homework 345 Cheating 345 Practical Tips for: Dealing with Cheating 347 When Discipline Violates Students' Constitutional Rights 348 Concluding Comments 349 Summan· 350 Activities for Skill Building and Reflection 352 For Further Reading 353 References 354 Contents xvii CHAPTER 12 HELPING STUDENTS WITH SPECIAL NEEDS 357 Helping Students with Disabilities and ADHD 359 Learning Disabilities 362 Emotional and Behavioral Disorders 363 Practical Tips for: Helping Students with Conduct Disorder 364 Pervasive Developmental Disorders: Autism and Asperger Syndrome 366 Practical Tips for: Helping Students with Asperger Syndrome 367 Attention-Deficit/Hyperactivity Disorder 368 General Strategies for Helping Students with Disabilities and ADHD 370 Practical Tips for: Helping Students with ADHD 3 71 Practical Tips for: Co-Teaching in Secondary Classrooms 373 Helping Students Who Are English-Language Learners 379 Helping Students Who Are Troubled 381 Practical Tips for: Helping English-Language Learners 382 Substance A buse 383 Practical Tips for: Helping Children of Alcoholics/Addicts 386 Abuse and Neglect 391 Eating Disorders 394 Talking with Students Who Have Problems 396 Concluding Comments 396 Summary 397 Activities for Skill Building and Reflection 399 For Further Reading 400 Organizational Resources 401 References 401 CHAPTER 13 PREVENTING AND RESPONDING TO VIOLENCE 405 How Much Violence Is There? 406 Improving Security Systems 406 Strategies for Preventing Violence 407 Building Supportive School Communities 407 Teaching Social-Emotional Skills and Conflict Resolution 411 Practical Tips for: Dealing with Cyber-Bullying 412 Knowing the Early Warning Signs of Potential for Violence 417 Being Attentive to WJyispers and Rumors 419 De-escalating Potentially Explosive Situations 420 Practical Tips for: Managing Potentially Explosive Situations 421 Being Alert for the Presence of Gang Actii nty 422 Asking Students to Contribute to Violence Prevention Efforts 424 Responding to Violence 425 Coping with Aggressive Behavior 425 Practical Tips for: Responding Effectively to Physical Eights 428 Responding Effectively to Physical Eights 428 xviii Contents Concluding Comments 428 Summary 429 Activities for Skill Building and Reflection 430 For Further Reading 431 Organizational Resources 431 References 432 NAME INDEX N1-1 SUBJECT INDEX SI-1
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id	DE-604.BV022195444
illustrated	Illustrated
index_date	2024-07-02T16:22:43Z
indexdate	2024-07-09T20:52:08Z
institution	BVB
isbn	0071107649 9780071107648
language	English
lccn	2006046207
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-015406947
oclc_num	69423345
open_access_boolean
owner	DE-29 DE-355 DE-BY-UBR
owner_facet	DE-29 DE-355 DE-BY-UBR
physical	XXVI, 434, [13] S. Ill.
publishDate	2007
publishDateSearch	2007
publishDateSort	2007
publisher	McGraw-Hill
record_format	marc
spelling	Weinstein, Carol Simon Verfasser aut Middle and secondary classroom management lessons from research and practice Carol Simon Weinstein 3. ed., internat. ed. Boston [u.a.] McGraw-Hill c2007 XXVI, 434, [13] S. Ill. txt rdacontent n rdamedia nc rdacarrier Rev. ed. of: Secondary classroom management. c2003. Includes bibliographical references and indexes Classroom management Education, Secondary Education, Elementary Classroom environment Unterrichtsraum (DE-588)4062012-8 gnd rswk-swf Unterrichtsprozess (DE-588)4124363-8 gnd rswk-swf Lernumwelt (DE-588)4167412-1 gnd rswk-swf Unterrichtsprozess (DE-588)4124363-8 s Unterrichtsraum (DE-588)4062012-8 s Lernumwelt (DE-588)4167412-1 s DE-604 http://www.loc.gov/catdir/enhancements/fy0642/2006046207-d.html Publisher description Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015406947&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Weinstein, Carol Simon Middle and secondary classroom management lessons from research and practice Classroom management Education, Secondary Education, Elementary Classroom environment Unterrichtsraum (DE-588)4062012-8 gnd Unterrichtsprozess (DE-588)4124363-8 gnd Lernumwelt (DE-588)4167412-1 gnd
subject_GND	(DE-588)4062012-8 (DE-588)4124363-8 (DE-588)4167412-1
title	Middle and secondary classroom management lessons from research and practice
title_auth	Middle and secondary classroom management lessons from research and practice
title_exact_search	Middle and secondary classroom management lessons from research and practice
title_exact_search_txtP	Middle and secondary classroom management lessons from research and practice
title_full	Middle and secondary classroom management lessons from research and practice Carol Simon Weinstein
title_fullStr	Middle and secondary classroom management lessons from research and practice Carol Simon Weinstein
title_full_unstemmed	Middle and secondary classroom management lessons from research and practice Carol Simon Weinstein
title_short	Middle and secondary classroom management
title_sort	middle and secondary classroom management lessons from research and practice
title_sub	lessons from research and practice
topic	Classroom management Education, Secondary Education, Elementary Classroom environment Unterrichtsraum (DE-588)4062012-8 gnd Unterrichtsprozess (DE-588)4124363-8 gnd Lernumwelt (DE-588)4167412-1 gnd
topic_facet	Classroom management Education, Secondary Education, Elementary Classroom environment Unterrichtsraum Unterrichtsprozess Lernumwelt
url	http://www.loc.gov/catdir/enhancements/fy0642/2006046207-d.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015406947&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT weinsteincarolsimon middleandsecondaryclassroommanagementlessonsfromresearchandpractice

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