Best practice in motivation and management in the classroom:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Springfield, Ill.
Thomas
c2008
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIII, 302 S. |
| ISBN: | 9780398077860 9780398077938 |
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| 245 | 1 | 0 | |a Best practice in motivation and management in the classroom |c by Dennis G. Wiseman and Gilbert H. Hunt |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Springfield, Ill. |b Thomas |c c2008 | |
| 300 | |a XIII, 302 S. | ||
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| 650 | 4 | |a Classroom management | |
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Datensatz im Suchindex
| _version_ | 1804137649553801216 |
|---|---|
| adam_text | CONTENTS PAGE I7EFTEE . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII CHAPTER 1.
MOTIVATION AND MANAGEMENT: TWO SIDES OF THE SAME COIN 3 THE
INTERRELATEDNESS OF MOTIVATION AND MANAGEMENT 3 ESTABLISHING A COMMON
LANGUAGE FOR THE STUDY OF MOTIVATION AND MANAGEMENT 6 MOTIVATION 7
MANAGEMENT 7 DISCIPLINE 8 BEST PRACTICE IN MOTIVATION AND MANAGEMENT 10
THE TEACHER AS A MOTIVATOR 12 THE TEACHER AS A MANAGER . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . 19 THE TEACHER AS A
REFIECTIVE PRACTITIONER 27 MODEL FOR REFIECTION AND INQUIRY 33 CLASSROOM
PROBLEMS ANALYSIS 34 CONCLUSION 37 QUESTIONS/ ACTIVITIES FOR REFIECTION
38 REFERENCES 39 2. UNDERSTANDING MOTIVATION AND MOTIVATING ENVIRONMENTS
43 MOTIVATION 45 INTRINSIC AND EXTRINSIC MOTIVATION 49 BEHAVIORISM AND
MOTIVATION 52 COGNITIVE THEORIES OF MOTIVATION 55 SELF-EFFICACY 58
HUMANISTIC VIEWS OF MOTIVATION 61 IX X BEST PRACTICE IN MOTIVATION AND
MANAGEMENT IN THE CLASSROOM FACTARS THAT AFFECT STUDENT MOTIVATION 63
ATTRIBUTION 63 LOCUS OF CONTROL 66 TEACHER EXPECTATIONS 68
GOALS-LEARNING AND PERFORMANCE 73 ANXIETY 77 ENVIRONMENT 79 CONCLUSION
82 QUESTIONS/ ACTIVITIES FAR REFLECTION 84 REFERENCES 85 3. CREATING A
MANAGED ENVIRONMENT: MODELS AND THEORIES OF MANAGEMENT 88 MANAGEMENT 88
MANAGEMENT MODELS AND THEORIES 89 JACOB KOUNIN S THEORIES 90 RUDOLF
DREIKURS THEORIES 93 WILLIAM GLASSER S THEORIES 94 HIAM GINOTT S
THEORIES 96 FREDJONES THEORIES 97 THOMAS GORDON S THEORIES 99 LEE AND
MARLENE CANTER S THEORIES 101 RF. SKINNER S THEORIES 104 DAVID AND
ROGERJOHNSON S THEORIES , 106 ALFIE KOHN S THEORIES 108 SELECTING
MANAGEMENT MODELS 112 CONCLUSION 122 QUESTIONS/ACTIVITIES FOR REFLECTION
123 REFERENCES 124 4. BEST PRACTICE IN TEACHING FOR BEST PRACTICE IN
STUDENT MOTIVATION AND CLASSROOM MANAGEMENT 127 ESTABLISHING A
FOUNDATION FOR BEST TEACHING PRACTICE 130 PLANNING AND ORGANIZATION 131
HIGH GOALS AND COMMUNICATION 131 INSTRUCTION: ENTIRE CLASS, SMALL GROUP,
INDEPENDENT 131 PACE AND PARTICIPATION 131 CRITICISM 132 CONTENTS XI
CLEAR RULES FAR BEHAVIOR 132 LESSON CLARITY 132 INSTRUCTIONAL VARIETY
133 TASK ORIENTATION AND ENGAGEMENT 133 STUDENT SUCCESS RATE 134 EARLY
RESEARCH ON BEST TEACHING PRACTICE 135 CLARITY 136 VARIABILITY 137
ENTHUSIASM 137 TASK-ORIENTED AND/OR BUSINESS-LIKE BEHAVIOR 137 STUDENT
OPPORTUNITY TO LEAM CRITERION MATERIAL 138 USE OF STUDENT IDEAS AND
GENERAL INDIRECTNESS 138 CRITICISM . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 138 USE OF
STRUCTURING COMMENTS 139 TYPES OF QUESTIONS 139 PROBING BEHAVIORS 141
LEVEL OF DIFFICULTY OFLNSTRUCTION 142 MORE CURRENT RESEARCH ON BEST
TEACHING PRACTICE 142 ATTITUDES 143 ORGANIZATION 144 COMMUNICATION . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
145 FOCUS 146 FEEDBACK AND PRAISE 147 QUESTIONING 151 REVIEW AND CLOSURE
152 ANALYZING CLASSROOMS FOR BEST PRACTICE IN TEACHING 157 SYSTEM FOR
THE ANALYSIS OF TEACHING PRACTICES 159 CONCLUSION 163
QUESTIONS/ACTIVITIES FOR REFLECTION 164 REFERENCES 164 5. SPECIAL
PROBLEMS AND CONCERNS IN STUDENT MOTIVATION AND CLASSROOM MANAGEMENT 167
BULLYING: A SPECIAL TYPE OF AGGRESSION 167 ZERO TOLERANCE 174 EXPULSION
178 EXPULSION AND EXCEPTIONAL STUDENTS 180 TEACHING EXCEPTIONAL STUDENTS
182 XII BEST PRACTICE IN MOTIVATION AND MANAGEMENT IN THE CLASSROOM
ADDRESSING DIVERSITY 188 VIOLENCE 193 SCHOOL UNIFORRNS 200 DRUG ABUSE
202 THE FIRST YEAR OF TEACHING 205 TEACHER STRESS 209 CONCLUSION 213
QUESTIONS/ACTIVITIES FOR REFLECTION 214 REFERENCES 215 6. RESPONDING TO
STUDENT MOTIVATION AND BEHAVIOR PROBLEMS . 221 TEACHER REACTIONS TO
STUDENT MISCONDUCT 221 THE PROACTIVE TEACHER 224 ADDRESSING SPECIFIC
MANAGEMENT PROBLEMS 230 INATTENTION 231 DISRUPTIVE TALKING 236
ATTENTION-SEEKING 239 CHRONIC AVOIDANCE OF WORK 242 DISHONESTY 245
UNRULINESS 248 DEFIANCE 250 AGGRESSION 253 APPLYING THE MODEL FOR
REFLECTION AND INQUIRY 255 CONCLUSION 259 QUESTIONS/ACTIVITIES FOR
REFLECTION 260 REFERENCES 261 7. CASE STUDIES FOR ANALYSIS IN STUDENT
MOTIVATION AND CLASSROOM MANAGEMENT 263 MODEL FOR REFLECTION AND INQUIRY
264 GUIDING QUESTIONS FAR CLASSROOM PROBLEM ANALYSIS 265 INATTENTION-
SUKI S INATTENTION--PRIMARY-ELEMENTARY GRADES 267 JAVIER S
INATTENTION-MIDDLE-SECONDARY GRADES 268 DISRUPTIVE TALKING- SIERRA S
DISRUPTIVE TTZLKING-PRIMARY-ELEMENTARY GRADES 269 KELLI S DISRUPTIVE
TTZLKING-MIDDLE-SECONDARY GRADES 270 ATTENTION-SEEKING- BRIDGET S
ATTENTION-SEEKING-PRIMARY-ELEMENTARY GRADES 271 CONTENTS XIII JENNIJER S
ATTENTION-SEEKING-MIDDLE-SECONDARY GRADES 272 CHRONIC AVOIDANCE OF WORK
TABITHA S CHRONIC AVOIDANCE 01 WORK- PRIMARY- ELEMENTARY GRADES 273
JAY S CHRONIC AVOIDANCE 0IU1ORK-MIDDLE-SECONDARY GRADES 274 DISHONESTY
THOM S DISHONESTY-PRIMARY-ELEMENTARY GRADES 275 SHEKIAH S
DISHONESTY-MIDDLE-SECONDARY GRADES 276 UNRULINESS BILLY S
UNRULINESS-PRIMARY-ELEMENTARY GRADES 277 KENDRICK S
UNRULINESS-MIDDLE-SECONDARY GRADES 278 DEFIANCE MAGGIE S
DTIFLANCE-PRIMARY-ELEMENTARY GRADES 279 ERIC S
DTIFLANCE-MIDDLE-SECONDARY GRADES 280 AGGRESSION JULIAN S
AGGRESSION-PRIMARY-ELEMENTARY GRADES 281 SEBASTIAN S
AGGRESSION-MIDDLE-SECONDARY GRADES 282 BULLYING JOSE S BULLYING
PROBLEM-PRIMARY-ELEMENTARY GRADES 283 KEITH S BULLYING
PROBLEM-MIDDLE-SECONDARY GRADES 284 CONCLUSION 285 GLOSSARY 287 INDEX
299
|
| adam_txt |
CONTENTS PAGE I7EFTEE . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII CHAPTER 1.
MOTIVATION AND MANAGEMENT: TWO SIDES OF THE SAME COIN 3 THE
INTERRELATEDNESS OF MOTIVATION AND MANAGEMENT 3 ESTABLISHING A COMMON
LANGUAGE FOR THE STUDY OF MOTIVATION AND MANAGEMENT 6 MOTIVATION 7
MANAGEMENT 7 DISCIPLINE 8 BEST PRACTICE IN MOTIVATION AND MANAGEMENT 10
THE TEACHER AS A MOTIVATOR 12 THE TEACHER AS A MANAGER . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . 19 THE TEACHER AS A
REFIECTIVE PRACTITIONER 27 MODEL FOR REFIECTION AND INQUIRY 33 CLASSROOM
PROBLEMS ANALYSIS 34 CONCLUSION 37 QUESTIONS/ ACTIVITIES FOR REFIECTION
38 REFERENCES 39 2. UNDERSTANDING MOTIVATION AND MOTIVATING ENVIRONMENTS
43 MOTIVATION 45 INTRINSIC AND EXTRINSIC MOTIVATION 49 BEHAVIORISM AND
MOTIVATION 52 COGNITIVE THEORIES OF MOTIVATION 55 SELF-EFFICACY 58
HUMANISTIC VIEWS OF MOTIVATION 61 IX X BEST PRACTICE IN MOTIVATION AND
MANAGEMENT IN THE CLASSROOM FACTARS THAT AFFECT STUDENT MOTIVATION 63
ATTRIBUTION 63 LOCUS OF CONTROL 66 TEACHER EXPECTATIONS 68
GOALS-LEARNING AND PERFORMANCE 73 ANXIETY 77 ENVIRONMENT 79 CONCLUSION
82 QUESTIONS/ ACTIVITIES FAR REFLECTION 84 REFERENCES 85 3. CREATING A
MANAGED ENVIRONMENT: MODELS AND THEORIES OF MANAGEMENT 88 MANAGEMENT 88
MANAGEMENT MODELS AND THEORIES 89 JACOB KOUNIN'S THEORIES 90 RUDOLF
DREIKURS' THEORIES 93 WILLIAM GLASSER'S THEORIES 94 HIAM GINOTT'S
THEORIES 96 FREDJONES' THEORIES 97 THOMAS GORDON'S THEORIES 99 LEE AND
MARLENE CANTER'S THEORIES 101 RF. SKINNER'S THEORIES 104 DAVID AND
ROGERJOHNSON'S THEORIES , 106 ALFIE KOHN'S THEORIES 108 SELECTING
MANAGEMENT MODELS 112 CONCLUSION 122 QUESTIONS/ACTIVITIES FOR REFLECTION
123 REFERENCES 124 4. BEST PRACTICE IN TEACHING FOR BEST PRACTICE IN
STUDENT MOTIVATION AND CLASSROOM MANAGEMENT 127 ESTABLISHING A
FOUNDATION FOR BEST TEACHING PRACTICE 130 PLANNING AND ORGANIZATION 131
HIGH GOALS AND COMMUNICATION 131 INSTRUCTION: ENTIRE CLASS, SMALL GROUP,
INDEPENDENT 131 PACE AND PARTICIPATION 131 CRITICISM 132 CONTENTS XI
CLEAR RULES FAR BEHAVIOR 132 LESSON CLARITY 132 INSTRUCTIONAL VARIETY
133 TASK ORIENTATION AND ENGAGEMENT 133 STUDENT SUCCESS RATE 134 EARLY
RESEARCH ON BEST TEACHING PRACTICE 135 CLARITY 136 VARIABILITY 137
ENTHUSIASM 137 TASK-ORIENTED AND/OR BUSINESS-LIKE BEHAVIOR 137 STUDENT
OPPORTUNITY TO LEAM CRITERION MATERIAL 138 USE OF STUDENT IDEAS AND
GENERAL INDIRECTNESS 138 CRITICISM . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 138 USE OF
STRUCTURING COMMENTS 139 TYPES OF QUESTIONS 139 PROBING BEHAVIORS 141
LEVEL OF DIFFICULTY OFLNSTRUCTION 142 MORE CURRENT RESEARCH ON BEST
TEACHING PRACTICE 142 ATTITUDES 143 ORGANIZATION 144 COMMUNICATION . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
145 FOCUS 146 FEEDBACK AND PRAISE 147 QUESTIONING 151 REVIEW AND CLOSURE
152 ANALYZING CLASSROOMS FOR BEST PRACTICE IN TEACHING 157 SYSTEM FOR
THE ANALYSIS OF TEACHING PRACTICES 159 CONCLUSION 163
QUESTIONS/ACTIVITIES FOR REFLECTION 164 REFERENCES 164 5. SPECIAL
PROBLEMS AND CONCERNS IN STUDENT MOTIVATION AND CLASSROOM MANAGEMENT 167
BULLYING: A SPECIAL TYPE OF AGGRESSION 167 ZERO TOLERANCE 174 EXPULSION
178 EXPULSION AND EXCEPTIONAL STUDENTS 180 TEACHING EXCEPTIONAL STUDENTS
182 XII BEST PRACTICE IN MOTIVATION AND MANAGEMENT IN THE CLASSROOM
ADDRESSING DIVERSITY 188 VIOLENCE 193 SCHOOL UNIFORRNS 200 DRUG ABUSE
202 THE FIRST YEAR OF TEACHING 205 TEACHER STRESS 209 CONCLUSION 213
QUESTIONS/ACTIVITIES FOR REFLECTION 214 REFERENCES 215 6. RESPONDING TO
STUDENT MOTIVATION AND BEHAVIOR PROBLEMS . 221 TEACHER REACTIONS TO
STUDENT MISCONDUCT 221 THE PROACTIVE TEACHER 224 ADDRESSING SPECIFIC
MANAGEMENT PROBLEMS 230 INATTENTION 231 DISRUPTIVE TALKING 236
ATTENTION-SEEKING 239 CHRONIC AVOIDANCE OF WORK 242 DISHONESTY 245
UNRULINESS 248 DEFIANCE 250 AGGRESSION 253 APPLYING THE MODEL FOR
REFLECTION AND INQUIRY 255 CONCLUSION 259 QUESTIONS/ACTIVITIES FOR
REFLECTION 260 REFERENCES 261 7. CASE STUDIES FOR ANALYSIS IN STUDENT
MOTIVATION AND CLASSROOM MANAGEMENT 263 MODEL FOR REFLECTION AND INQUIRY
264 GUIDING QUESTIONS FAR CLASSROOM PROBLEM ANALYSIS 265 INATTENTION-
SUKI'S INATTENTION--PRIMARY-ELEMENTARY GRADES 267 JAVIER'S
INATTENTION-MIDDLE-SECONDARY GRADES 268 DISRUPTIVE TALKING- SIERRA'S
DISRUPTIVE TTZLKING-PRIMARY-ELEMENTARY GRADES 269 KELLI'S DISRUPTIVE
TTZLKING-MIDDLE-SECONDARY GRADES 270 ATTENTION-SEEKING- BRIDGET'S
ATTENTION-SEEKING-PRIMARY-ELEMENTARY GRADES 271 CONTENTS XIII JENNIJER'S
ATTENTION-SEEKING-MIDDLE-SECONDARY GRADES 272 CHRONIC AVOIDANCE OF WORK
TABITHA 'S CHRONIC AVOIDANCE 01 WORK- PRIMARY- ELEMENTARY GRADES 273
JAY'S CHRONIC AVOIDANCE 0IU1ORK-MIDDLE-SECONDARY GRADES 274 DISHONESTY
THOM'S DISHONESTY-PRIMARY-ELEMENTARY GRADES 275 SHEKIAH'S
DISHONESTY-MIDDLE-SECONDARY GRADES 276 UNRULINESS BILLY'S
UNRULINESS-PRIMARY-ELEMENTARY GRADES 277 KENDRICK'S
UNRULINESS-MIDDLE-SECONDARY GRADES 278 DEFIANCE MAGGIE'S
DTIFLANCE-PRIMARY-ELEMENTARY GRADES 279 ERIC'S
DTIFLANCE-MIDDLE-SECONDARY GRADES 280 AGGRESSION JULIAN'S
AGGRESSION-PRIMARY-ELEMENTARY GRADES 281 SEBASTIAN'S
AGGRESSION-MIDDLE-SECONDARY GRADES 282 BULLYING JOSE'S BULLYING
PROBLEM-PRIMARY-ELEMENTARY GRADES 283 KEITH 'S BULLYING
PROBLEM-MIDDLE-SECONDARY GRADES 284 CONCLUSION 285 GLOSSARY 287 INDEX
299 |
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| author | Wiseman, Dennis Hunt, Gilbert |
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| bvnumber | BV023314183 |
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| callnumber-search | LB1065 |
| callnumber-sort | LB 41065 |
| callnumber-subject | LB - Theory and Practice of Education |
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| ctrlnum | (OCoLC)173299346 (DE-599)BVBBV023314183 |
| dewey-full | 371.102/4 |
| dewey-hundreds | 300 - Social sciences |
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| discipline | Pädagogik Psychologie |
| discipline_str_mv | Pädagogik Psychologie |
| edition | 2. ed. |
| format | Book |
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| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV023314183 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T20:51:30Z |
| indexdate | 2024-07-09T21:15:39Z |
| institution | BVB |
| isbn | 9780398077860 9780398077938 |
| language | English |
| lccn | 2007039158 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016498400 |
| oclc_num | 173299346 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XIII, 302 S. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Thomas |
| record_format | marc |
| spelling | Wiseman, Dennis Verfasser aut Best practice in motivation and management in the classroom by Dennis G. Wiseman and Gilbert H. Hunt 2. ed. Springfield, Ill. Thomas c2008 XIII, 302 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Motivation in education Classroom management Effective teaching Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Unterrichtsmethode (DE-588)4078637-7 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Motivation (DE-588)4040364-6 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Lernmotivation (DE-588)4074164-3 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 s Unterrichtsführung (DE-588)4187078-5 s Lernmotivation (DE-588)4074164-3 s DE-604 USA (DE-588)4078704-7 g Unterrichtsmethode (DE-588)4078637-7 s 1\p DE-604 Motivation (DE-588)4040364-6 s Pädagogische Psychologie (DE-588)4044321-8 s 2\p DE-604 Hunt, Gilbert Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016498400&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Wiseman, Dennis Hunt, Gilbert Best practice in motivation and management in the classroom Motivation in education Classroom management Effective teaching Unterrichtsdisziplin (DE-588)4078635-3 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Motivation (DE-588)4040364-6 gnd Unterrichtsführung (DE-588)4187078-5 gnd Lernmotivation (DE-588)4074164-3 gnd |
| subject_GND | (DE-588)4078635-3 (DE-588)4078637-7 (DE-588)4044321-8 (DE-588)4040364-6 (DE-588)4187078-5 (DE-588)4074164-3 (DE-588)4078704-7 |
| title | Best practice in motivation and management in the classroom |
| title_auth | Best practice in motivation and management in the classroom |
| title_exact_search | Best practice in motivation and management in the classroom |
| title_exact_search_txtP | Best practice in motivation and management in the classroom |
| title_full | Best practice in motivation and management in the classroom by Dennis G. Wiseman and Gilbert H. Hunt |
| title_fullStr | Best practice in motivation and management in the classroom by Dennis G. Wiseman and Gilbert H. Hunt |
| title_full_unstemmed | Best practice in motivation and management in the classroom by Dennis G. Wiseman and Gilbert H. Hunt |
| title_short | Best practice in motivation and management in the classroom |
| title_sort | best practice in motivation and management in the classroom |
| topic | Motivation in education Classroom management Effective teaching Unterrichtsdisziplin (DE-588)4078635-3 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Motivation (DE-588)4040364-6 gnd Unterrichtsführung (DE-588)4187078-5 gnd Lernmotivation (DE-588)4074164-3 gnd |
| topic_facet | Motivation in education Classroom management Effective teaching Unterrichtsdisziplin Unterrichtsmethode Pädagogische Psychologie Motivation Unterrichtsführung Lernmotivation USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016498400&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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