Building classroom discipline:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 10. ed. [internat. ed.] |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXXV, 322 S. Ill. |
| ISBN: | 9780137034055 0137034059 0137062893 9780137062898 |
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Classroom management | |
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Datensatz im Suchindex
| _version_ | 1804142905691996160 |
|---|---|
| adam_text | PREFACE XIX ACKNOWLEDGMENTS XXXV 23 24 24 PART 1 D HOW DO I BEGIN
ORGANIZING A SYSTEM OF DISCIPLINE THAT MEETS MY NEEDS? 1 WHAT IS
CLASSROOM DISCIPLINE AND HOW DO I ENCOURAGE PRODUCTIVE EFFORTS IN MY
CLASSROOM? 4 A PREVIEW OF THIS CHAPTER 5 WHAT TO LOOK FOR IN THIS
CHAPTER 5 PROFESSIONALISM IN TEACHING AND DISCIPLINE 6 SEVEN SUGGESTIONS
FOR MOVING TOWARD HIGHER LEVELS OF PROFESSIONALISM 6 BEHAVIOR,
MISBEHAVIOR, AND DISCIPLINE 13 CONTRASTING THE BEHAVIOR IN TWO
CLASSROOMS 14 A CLOSER LOOK AT STUDENT MISBEHAVIOR 15 TWO VIGNETTES 16
DEVELOPING A PERSONALIZED APPROACH TO DISCIPLINE 17 FOR REFLECTION AND
ORIENTATION: 20 TOPICS ABOUT DISCIPLINE 18 TERMS AND CONCEPTS 20
ACTIVITIES 20 REFERENCES 20 HOW CAN 1ANTICIPATE MY STUDENTS BEHAVIOR
AND DEAL WITH FACTORS THAT PROMOTE MISBEHAVIOR? 21 A PREVIEW OF THIS
CHAPTER 21 WHAT TO LOOK FOR IN THIS CHAPTER 22 TYPICAL BEHAVIORS AND
INTERESTS OF STUDENTS AT FOUR LEVELS OF DEVELOPMENT 22 PRIMARY GRADES
(AGES 5 TO 8) 22 INTERMEDIATE GRADES (AGES 9 TO 11) MIDDLE SCHOOL GRADES
(AGES 12 TO 14) HIGH SCHOOL GRADES (AGES 15 TO 18) VII VIII CONTENTS IJ
NEEDS, INTERESTS, AND HABITS THAT MOTIVATE BEHAVIOR (AND MISBEHAVIOR) 25
DISCUSSING NEEDS, INTERESTS, AND HABITS WITH YOUR STUDENTS 26 EXPLORING
WH AT STUDENTS NEED AND WANT IN TEACHERS AND SCHOOLS 27 SOCIO-CULTURAL
REALITIES THAT INFLUENCE BEHAVIOR 28 VALUES THAT ARE USUALLY EMPHASIZED
IN SCHOOLS 28 AREAS WHERE VALUES MAY COME INTO CONFLICT 28 ECONOMIC
REALITIES THAT IMPINGE ON STUDENT BEHAVIOR 29 HIDDEN RULES OF STUDENTS
IN POVERTY 29 WHY SOME STUDENTS FEEL UNDERVALUED AND POWERLESS 30
GENERAL SUGGESTIONS FOR WORKING WITH STUDENTS FROM ALL SOCIETAL AND
ECONOMIC GROUPS 30 PERSONAL AND ENVIRONMENTAL FACTORS THAT PROMOTE
MISBEHAVIOR 31 CONDITIONS THAT RESIDE IN INDIVIDUAL STUDENTS 32
CONDITIONS THAT RESIDE IN CLASS PEERS AND GROUPS 35 CONDITIONS THAT
RESIDE IN INSTRUCTIONAL ENVIRONMENTS 36 CONDITIONS THAT RESIDE IN
TEACHERS AND OTHER SCHOOL PERSONNEL 37 TERMS AND CONCEPTS 39 ACTIVITIES
39 REFERENCES 40 HOW DO 1RECOGNIZE AND DEAL WITH ATYPICAL BEHAVIOR THAT
IS NEUROLOGICAL-BASED? 41 A PREVIEW OF THIS CHAPTER 41 WHAT TO LOOK FOR
IN THIS CHAPTER 42 OVERVIEW OF NEUROLOGICAL-BASED BEHAVIOR 42 PRINCIPAL
DIAGNOSES RELATED TO NEUROLOGICAL-BASED BEHAVIOR 43 A WORD ABOUT BRAIN
INJURIES 45 INDICATORS OF NBB 45 SENSORY INTEGRATION DYSFUNCTION (SID)
46 ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD) 47 OPPOSITIONAL
DEFIANT DISORDER (ODD) 47 BIPOLAR DISORDER 48 LEARNING DISABILITIES (LD)
49 INDICATORS OF LD 49 ABOUT DYSLEXIA 49 AUTISM SPECTRUM DISORDER (ASD)
51 CONTENTS IX FETAL ALCOHOL SPECTRUM DISORDER (FASD) 52 THE RAGE CYCLE
53 MEDICATION FOR STUDENTS WITH BEHAVIORAL ISSUES 56 CONCLUDING REMARKS
56 TERMS AND CONCEPTS 58 ACTIVITIES 59 REFERENCES 59 D WHAT ARE THE
FOUNDATIONS THAT UNDERLIE TODAY S BEST SYSTEMS OF DISCIPLINE? 61 A
PREVIEW OF THIS CHAPTER 61 WHAT TO LOOK FOR IN THIS CHAPTER 62
UNDERSTANDING GROUP DYNAMIES: FRITZ REDL AND WILLIAM WATTENBERG 62
PRINCIPLES OF BEHAVIOR SHAPING: B. F. SKINNER 63 BEHAVIOR AS CHOICE:
WILLIAM GLASSER 65 LESSON MANAGEMENT: JACOB KOUNIN 66 CONGRUENT
COMMUNICATION: HAIM GINOTT 68 HUMAN NEEDS AND DEMOCRATIC TEACHING:
RUDOLF DREIKURS 70 ASSERTIVE DISCIPLINE: LEE AND MARLENE CANTER 72
RESPONSIBILITY AND INNER DISCIPLINE: BARBARA COLOROSO 74 CLASSROOM
LEARNING COMMUNITIES: ALFIE KOHN 75 TERMS AND CONCEPTS 78 ACTIVITIES 78
REFERENCES 78 PART 11 WHAT ARE SOME OF TODAY S MOST OUTSTANDING
APPROACHES TO CLASSROOM DISCIPLINE? 81 HOW DOES RONALD MORRISH USE
PURPOSEFUL TEACHER GUIDANCE TO ESTABLISH CLASS DISCIPLINE? 83 A PREVIEW
OF THIS CHAPTER 84 WHAT TO LOOK FOR IN THIS CHAPTER 84 HOW AND WHY
MODERN DISCIPLINE HAS GONE WRONG 84 X CONTENTS MORRISH S SOLUTION-REAL
DISCIPLINE 85 MAXIMS REGARDING THE MINDSET FOR REAL DISCIPLINE 86 THE
THREE-PHASE APPROACH TO REAL DISCIPLINE 86 PHASE 1: TRAINING FOR
COMPLIANCE 87 PHASE 2: TEACHING STUDENTS HOW TO BEHAVE 89 PHASE 3:
MANAGING STUDENT CHOICE 90 PLANNING AND IMPLEMENTING THE DISCIPLINE
PROGRAM 91 DEVELOPING TEACHER-STUDENT RELATIONSHIPS 94 CONSEQUENCES IN
REAL DISCIPLINE 95 ABOUT MOTIVATION AND REWARDS 95 DON T PROMOTE
SELF-INDULGENCE 96 WHEN STUDENTS FAIL TO COMPLY 97 SUMMARY RUBRIC:
APPLYING REAL DISCLPLINE IN THE CLASSROOM 97 TERMS AND CONCEPTS 98
CONCEPT CASES 98 YOU ARE THE TEACHER 99 ACTIVITI ES 100 REFERENCES 100 M
HOW DO HARRY AND ROSEMARY WONG USE RESPONSIBILITIES AND PROCEDURES TO
ESTABLISH CLASS DISCIPLINE? 101 A PREVIEW OF THIS CHAPTER 102 WHAT TO
LOOK FOR IN THIS CHAPTER 102 A QUICK READ OF THE WONGS PRINCIPAL
SUGGESTIONS 102 ABOUT ROLES AND RESPONSIBILITIES 102 ABOUT CLASSROOMS
AND PROCEDURES 103 ABOUT SCHOOL 103 ABOUT TEACHING 103 ABOUT TESTING AND
EVALUATION 104 ABOUT DISCIPLINE 104 ABOUT THE FIRST DAY OF CLASS 104
ABOUT THE FIRST WEEK OF TEACHING 105 A DISCIPLINE PLAN 105 PLANNING AND
ORGANIZING 106 PROCEDURES AND WHAT THEY ENTAIL 106 121 121 123 123
EXAMPLES OF PROCEDURES IN A FOURTH-GRADE CLASSROOM 107 HOW TO BEGIN A
CLASS SUCCESSFULLY 111 THE FIRST FIVE MINUTES ARE CRITICAL 113 THE FIRST
DAY OF SCHOOL 113 THE FIRST 10 DAYS OF SCHOOL 115 PROCEDURES FOR
COOPERATIVE WORK GROUPS 115 A WORD TO SECONDARY T EACHERS 116 SUMMARY
RUBRIC: APPLYING THE WONGS SUGGESTIONS IN THE CLASSROOM 116 TERMS AND
CONCEPTS 117 CONCEPT CASES 117 YOU ARE THE TEACHER 118 ACTIVITI ES 119
REFERENCES 119 HOW DOES FRED JONES ESTABLISH CLASS DISCIPLINE BY KEEPING
STUDENTS RESPONSIBLY INVOLVED? 120 A PREVIEW OF THIS CHAPTER 120 WHAT TO
LOOK FOR IN THIS CHAPTER PROBLEMS THAT JONES BROUGHT TO LIGHT MASSIVE
TIME WASTING 121 STUDENT PASSIVITY 122 AIMLESSNESS 122 HELPLESS
HANDRAISING 122 INEFFECTIVE NAGGING 123 JONES S CONCLUSIONS ABOUT WHAT
EFFECTIVE TEACHERS DO CONSERVE TIME AND DON T ALLOW STUDENTS TO WASTE IT
CLEARLY COMMUNICATE THEY MEAN BUSINESS 125 PLACE CLEARLY DEFINED LIMITS
ON BEHAVIOR 125 KEEP STUDENTS ACTIVELY ENGAGED IN LEARNING 127 INCREASE
STUDENT MOTIVATION AND RESPONSIBILITY THROUGH JUDICIOUS USE OF
INCENTIVES 128 PROVIDE HELP EFFICIENTLY DURING INDEPENDENT WORK 132
JONES S STUDY GROUP ACTIVITY 133 SUMMARY RUBRIC: IMPLEMENTING JONES S
APPROACH IN THE CLASSROOM 134 CONTENTS XI XII CONTENTS TERMS AND
CONCEPTS 134 CONCEPT CASES 135 YOU ARE THE TEACHER 136 ACTIVITIES 137
REFERENCES 137 138 140 141 147 139 HOW DOES WILLIAM GLASSER USE CHOICE
THEORY AND QUALITY EDUCATION TO ESTABLISH CLASS DISCIPLINE? A PREVIEW OF
THIS CHAPTER 138 WHAT TO LOOK FOR IN THIS CHAPTER GLASSER S LONG-LASTING
INFLUENCE 139 MAJOR CONCEPTS IN GLASSER S NONCOERCIVE DISCIPLINE FURTHER
CLARIFICATION OF GLASSER S NONCOERCIVE DISCIPLINE MEETING STUDENTS
NEEDS 142 OUALITY CURRICULUM 142 OUALITY TEACHING 143 MORE ON LEAD
TEACHING 144 CHOICE THEORY APPLIED TO THE CLASSROOM 145 THE RELATION OF
OUALITY TEACHING TO DISCIPLINE WHEN RULES ARE BROKEN 148 MOVING TOWARD
QUALITY CLASSROOMS 149 ELIMINATING THE SEVEN DEADLY HABITS 149
EMPHASIZING THE SEVEN CONNECTING HABITS 149 GAINING THE BENEFITS OF
OUALITY CLASSROOMS 150 SUMMARY RUBRIC: IMPLEMENTING GLASSER S IDEAS IN
THE CLASSROOM 151 TERMS AND CONCEPTS 152 CONCEPT CASES 152 YOU ARE THE
TEACHER 154 ACTIVITI ES 155 REFERENCES 155 FJ HOW DOES SPENCER KAGAN USE
STRUCTURES AND TEACHER-STUDENT SAME-SIDE COLLABORATION TO ESTABLISH
CLASS DISCIPLINE? 156 A PREVIEW OF THIS CHAPTER 157 WHAT TO LOOK FOR IN
THIS CHAPTER 157 WIN-WIN DISCIPLINE OVERALL 157 GOAL, ELEMENTS, AND
PROCEDURES THE ABCD OF DISRUPTIVE BEHAVIOR STUDENT POSITIONS AND THEIR
EFFECTS 157 159 160 CONTENTS XIII STRUCTURES, APPLICATION, AND TIMING
160 MORE ON STRUCTURES FOR THE MOMENT OF DISRUPTION 161 MORE ON
STRUCTURES FOR FOLLOW-UP 161 MORE ON STRUCTURES FOR LONG-TERM SUCCESS
162 MORE ON STRUCTURES FOR PROMOTING LIFE SKILLS 163 INTERVENTION
STRATEGIES FOR TYPES OF MISBEHAVIOR 164 FOR ATTENTION-SEEKING BEHAVIOR
164 FOR ATTEMPTS TO AVOID FAILURE OR EMBARRASSMENT 165 FOR ANGRY
STUDENTS 165 FOR CONTROL-SEEKING BEHAVIOR 166 FOR OVERLY ENERGETIC
STUDENTS 166 FOR BORED STUDENTS 166 FOR UNINFORMED STUDENTS 167 PARENT
AND COMMUNITY ALLIANCES AND SCHOOLWIDE PROGRAMS 167 ESTABLISHING WIN-WIN
DISCIPLINE IN THE CLASSROOM 168 BRIEF REVIEW OF WIN-WIN DISCIPLINE 170
SUMMARY RUBRIC: APPLYING WIN-WIN DISCLPLINE IN THE CLASSROOM 171 TERMS
AND CONCEPTS 171 CONCEPT CASES 171 YOU ARE THE TEACHER 173 ACTIVITIES
174 REFERENCES 174 HOW DOES MARVIN MARSHALL ESTABLISH DISCIPLINE BY
ACTIVATING INTERNAL MOTIVATION AND RAISING STUDENT RESPONSIBILITY? 175 A
PREVIEW OF THIS CHAPTER 175 WHAT TO LOOK FOR IN THIS CHAPTER 176 10
PRACTICES THAT DAMAGE TEACHING AND HOW THEY CAN BE CORRECTED 176 THE
POWER OF INTERNAL MOTIVATION 178 TWO WAYS OF MANAGING PEOPLE 178
MARSHALL S HIERARCHY OF SOCIAL DEVELOPMENT 180 VALUE OF THE HIERARCHY
181 TEACHING THE HIERARCHY TO STUDENTS 181 XIV CONTENTS 25 TACTICS
USEFUL IN STIMULATING STUDENTS TO BEHAVE RESPONSIBLY 183 HOW TO
INTERVENE WHEN STUDENTS MISBEHAVE 186 SELF-EVALUATION FOR TEACHERS 188
SUMMARY RUBRIC: APPLYING MARSHALL S SYSTEM IN THE CLASSROOM 190 TERMS
AND CONCEPTS 191 CONCEPT CASES 191 YOU ARE THE TEACHER 192 ACTIVITIES
193 REFERENCES 193 M HOW DOES CRAIG SEGANTI USE POSITIVE TEACHER
LEVERAGE AND REALISTIC STUDENT ACCOUNTABILITY TO ESTABLISH CLASS
DISCIPLINE? 194 A PREVIEW OF THIS CHAPTER 195 WHATTO LOOK FOR IN THIS
CHAPTER 195 KEY ATTITUDES AND SKILLS IN SEGANTI S APPROACH 195 TEACHER
ATTITUDE THAT PROMOTES HIGH-QUALITY DISCIPLINE AND TEACHING 196 STUDENT
ACCOUNTABILITY AND 11 RULES THAT PROMOTE IT 197 LEVERAGE THAT ENSURES
STUDENTS COMPLY WITH THE RULES 201 MANAGEMENT TACTICS THAT SUPPORT
DESIRABLE BEHAVIOR 202 PUTTING SEGANTI S APPROACH INTO EFFECT 205 TYPES
OF STUDENTS TO LOOK FOR 205 THE DOORWAY AND ESTABLISHING EXPECTATIONS
206 ASSIGNING SEATS 207 LEARNING STUDENTS NAMES 207 ESTABLISHING
LEVERAGE 207 EXCLUDING STUDENTS FROM YOUR CLASS 207 ROLE OF
ADMINISTRATORS AND PARENTS 209 CLOSING COMMENT FROM MR. SEGANTI 209
SUMMARY RUBRIC: APPLYING SEGANTI S APPROACH IN THE CLASSROOM 210 TERMS
AND CONCEPTS 210 CONCEPT CASES 210 YOU ARE THE TEACHER 211 ACTIVITIES
212 REFERENCES 212 PART 11I CONTENTS XV WHAT ADDITIONAL STRATEGIES MIGHT
I USE TO ENHANCE MY PERSONAL SYSTEM OF DISCIPLINE? 213 HOW 00 TOP
TEACHERS ESTABLISH PERSONALLNFLUENCE WITH STUDENTS WHO ARE OIFFICULT TO
MANAGE? 215 A PREVIEW OF THIS CHAPTER 215 WHATTO LOOK FOR IN THIS
CHAPTER 216 DAVE HINGSBURGER: USE POWER SPARINGLY AND GRASP THE
STUDENT S POINT OF VIEW 216 STEPHEN R. COVEY: FIND THE STUDENT S FRAME
OF REFERENEE AND LISTEN EMPATHETIEALLY 217 HAIM GINOTT: USE CONGRUENT
LANGUAGE THAT CONFERS DIGNITY 218 JANE NELSEN AND LYNN LOTT: USE
RELATIONSHIP BUILDERS WHILE AVOIDING RELATIONSHIP BARRIERS 220 WILLIAM
GLASSER: MAKE ASSIDUOUS USE OF SEVEN CONNEETING HABITS 222 TOM DALY:
FIND WAYS TO RELATE WEIL WITH YOUR FEW MOST PROBLEMATIE STUDENTS 223
RIEHARD CURWIN, ALLEN MENDLER, AND BRIAN MENDLER: CONFER DIGNITY AND
REESTABLISH HOPE 225 ED FORD: EXPOSE STUDENTS TO THE RESPONSIBLE
THINKING PROEESS (RTP) 227 ACTIVITIES 230 REFERENCES 230 HOW 00 LEADING
EXPERTS ENGENDER RESPECT AND CIVILITY IN THE CLASSROOM? 232 A PREVIEW OF
THIS CHAPTER 232 WHAT TO LOOK FOR IN THIS CHAPTER 233 P. M. FORNI:
CIVILITY IN THE CLASSROOM 233 MICHEIE BORBA: DEVELOPING
MORALLNTELLIGENEE 235 THE ROJE OF MORAL INTELLIGENCE IN CLASSROOM
DISCIPLINE 235 THE SEVEN VIRTUES OF GOODNESS 236 MANNERS IN CHARACTER
DEVELOPMENT 239 DIANE GOSSEN: SELF-RESTITUTION IN DISCIPLINE 239
GOSSEN S PRINCIPAL TEACHINGS 240 FOLLOWING THE LEAST COERCIVE ROAD 242
XVI CONTENTS SUMMARY RUBRIC: APPLYING FORNI, BORBA, AND GOSSEN S
SUGGESTIONS IN THE CLASSROOM 247 TERMS AND CONCEPTS 248 ACTIVITIES 248
REFERENCES 248 IM HOW DO C. M. CHARLES AND OTHERS ENERGIZE THEIR
CLASSES? 249 A PREVIEW OF THIS CHAPTER 250 WHAT TO LOOK FOR IN THIS
CHAPTER 250 ESTABLISHING SYNERGETIC TEACHING AND DISCIPLINE IN THE
CLASSROOM 250 OTHER VOICES FROM THE RANKS OF TEACHERS 258 MARILYN PAGE:
MAKING CHANGES IN TEACHER LANGUAGE TO HELP ENERGIZE CLASSES 258 BENNA
GOLUBTCHIK: CREATING A MULTISENSORY CLASSROOM 259 ROSEMARY SHAW:
TEACHING STUDENTS HOW TO DO ONLINE RESEARCH 261 JUDY JONES: BUILDING A
COMMUNITY OF LEARNERS-HIGH SCHOOL STYLE 262 NANCY POWELL: KEEPING
STUDENTS ENGAGED IN LEARNING WITH MARKER BOARDS 263 SUMMARY RUBRIC:
INCREASING LEVELS OF SYNERGY IN THE CLASSROOM 264 TERMS AND CONCEPTS 264
ACTIVITI ES 264 REFERENCES 265 HOW DOES EILEEN KALBERG VANWIE BUILD AND
MAINTAIN DEMOCRATIC LEARNING COMMUNITIES IN TECHNOLOGY-RICH
ENVIRONMENTS? 266 A PREVIEW OF THIS CHAPTER 267 WHAT TO LOOK FOR IN THIS
CHAPTER 267 TWO FUNDAMENTAL TERMS 267 FOUR PRIMARY QUESTIONS IN
ESTABLISHING DLC IN TRE 267 OUESTION 1: HOW DO TEACHERS ACCOMPLISH THEIR
MULTIPLE ROLES? 268 OUESTION 2: HOW DO TEACHERS PROVIDE A OUALITY
LEARNING ENVIRONMENT THAT EMPHASIZES THE USE OF DIGITAL TOOLS? 269
OUESTION 3: HOW DO TEACHERS ESTABLISH A LEARNING-CENTERED APPROACH? 273
CONTENTS XVII QUESTION 4: HOW DO TEACHERS ENSURE THAT PARTICIPANTS LEARN
AND IMPROVE SOCIAL SKILLS? 275 ISSUES TO CONSIDER IN USING DIGITAL MEDIA
276 CONTINUOUS PARTIAL ATTENTION 276 ACCEPTABLE USE POLICY 276
NETIQUETTE 277 SOCIAL NETWORKS 277 CYBERBULLYING 278 CONFLICT RESOLUTION
278 A CULMINATING SCENARIO 278 TERMS AND CONCEPTS 280 CONCEPT CASES 280
ACTIVITIES 280 REFERENCES 281 WEBLIOGRAPHY 282 PART IV WHAT REMAINS TO
BE DONE? 285 HOW 00 I FINALIZE A SYSTEM OF OISCIPLINE OESIGNED
ESPECIALLY FOR ME AND MY STUDENTS? 286 THE PLANNING RUBRIC: PUTTING IT
ALL TOGETHER 286 PROFESSIONAL AND PHILOSOPHICAL CONSIDERATIONS 286
SPECIFICS OF MY DISCIPLINE PLAN 288 COMMUNICATING MY DISCIPLINE PLAN TO
STUDENTS AND OTHERS 290 TWO PROTOTYPICAL APPROACHES TO DISCIPLINE 291
PROTOTYPE 1: AN APPROACH THAT EMPHASIZES RULES AND CONSEQUENCES 291
PROTOTYPE 2: AN APPROACH THAT EMPHASIZES PREVENTION AND COOPERATION
BETWEEN TEACHER AND STUDENTS 294 THE FORMULA FOR SUCCESS IS NOW IN YOUR
HANDS 297 TERMS AND CONCEPTS 297 GLOSSARY 299 REFERENCES 307 INDEX 313
|
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| genre | 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content |
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| id | DE-604.BV036429114 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:39:12Z |
| institution | BVB |
| isbn | 9780137034055 0137034059 0137062893 9780137062898 |
| language | English |
| lccn | 2009035763 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020301731 |
| oclc_num | 705461725 |
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| owner | DE-29 DE-384 |
| owner_facet | DE-29 DE-384 |
| physical | XXXV, 322 S. Ill. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| spelling | Building classroom discipline C. M. Charles ... 10. ed. [internat. ed.] Boston ; Munich [u.a.] Pearson 2011 XXXV, 322 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index School discipline Classroom management Unterrichtserfolg (DE-588)4187076-1 gnd rswk-swf Schuldisziplin (DE-588)4180119-2 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content Unterrichtsdisziplin (DE-588)4078635-3 s Unterrichtserfolg (DE-588)4187076-1 s 2\p DE-604 Schuldisziplin (DE-588)4180119-2 s 3\p DE-604 Charles, Carol Morgan Sonstige (DE-588)139493050 oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020301731&sequence=000001&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 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Building classroom discipline School discipline Classroom management Unterrichtserfolg (DE-588)4187076-1 gnd Schuldisziplin (DE-588)4180119-2 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
| subject_GND | (DE-588)4187076-1 (DE-588)4180119-2 (DE-588)4078635-3 (DE-588)4143413-4 |
| title | Building classroom discipline |
| title_auth | Building classroom discipline |
| title_exact_search | Building classroom discipline |
| title_full | Building classroom discipline C. M. Charles ... |
| title_fullStr | Building classroom discipline C. M. Charles ... |
| title_full_unstemmed | Building classroom discipline C. M. Charles ... |
| title_short | Building classroom discipline |
| title_sort | building classroom discipline |
| topic | School discipline Classroom management Unterrichtserfolg (DE-588)4187076-1 gnd Schuldisziplin (DE-588)4180119-2 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
| topic_facet | School discipline Classroom management Unterrichtserfolg Schuldisziplin Unterrichtsdisziplin Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020301731&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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