Classroom management: models, applications, and cases
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2013
|
| Edition: | 3. ed |
| Subjects: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025428841&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Item Description: | Includes bibliographical references (p. 279-290) and indexes |
| Physical Description: | XXII, 300 S. Ill. 26 cm |
| ISBN: | 9780132693233 0132693232 |
Staff View
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| 245 | 1 | 0 | |a Classroom management |b models, applications, and cases |c M. Lee Manning, Katherine T. Bucher |
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Record in the Search Index
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| adam_text | IMAGE 1
CONTENTS
PART 1 UNDERSTANDING THE NEED FOR CLASSROOM MANAGEMENT 1 CHAPTER 1
INTRODUCING THE CONCEPT OF CLASSROOM MANAGEMENT 3 VIGNETTE: MS.
LACOMBA S CLASSROOM MANAGEMENT (HAI/ENGES 3 LEARNING OUTCOMES 2
OVERVIEW 3
KEY TERMS 4
CLASSROOM MANAGEMENT 4
DEFINING C1ASSROOMMANAGEMENT 4
CONNECTING CLASSROOM MANAGEMENT TO PHILOSOPHY AND INSTRUCTION 4
CLASSROOM MANAGEMENT AND DISCIPLINE IN CONTEMPORARY SCHOOLS 5
TYPES OF STUDENT MISBEHAVIORS 6
EXTENT AND EFFECTS OF THE PROBLEM 6
EFFECTS ON TEACHERS AND STUDENTS 6
CAUSESOF CLASSROOM MANAGEMENT PROBLEMS 7
STUDENT DIVERSITY AND CLASSROOM MANAGEMENT 8
CULTURAL, INTRACULTURAL, AND GENDER DIFFERENCES 8
LINGUISTIC DIFFERENCES 9
SOCIOECONOMIC LEVEL 10
DEVELOPMENTAL DIFFERENCES 11
INDUSION AND THE MANAGEMENT OF ALL STUDENTS 11
DEVELOPING A PERSONAL CLASSROOM MANAGEMENT MODEL 12
IDENHFYING TARGET BEHAVIORS TO ADDRESS 12
TEACHERS CONTRIBUTIONS TO BEHAVIOR PROBLEMS 12
DEVELOPING YOUR OWN PHILOSOPHY AND MODEL 13
AGGRESSION, VIOLENCE, AND THE SAFE SCHOOLS MOVEMENT 15
THE PROBLEM OF AGGRESSION AND VIOLENCE 15 THE SAFE SCHOOLS MOVEMENT 15
THE ROLE OF EFFECTIVE C1ASSROOMMANAGEMENT 15
SUMMARY 16 * SUGGESTED READINGS 16 * REACHING OUT WITH THE INTERNET 17
CHAPTER 2 SAFE CLASSROOMS AND SAFE SCHOOLS 19
VIGNETTE: EXPLAINING IDEAS ABOUT SAFE SCHOOLS 19 LEARNING OUTCOMES 18
OVERVIEW 19
KEY TERMS 20
CHALLENGES TO SAFE SCHOOLS AND CLASSROOMS 20
CLASSROOM VIOLENCE AND AGGRESSION 20
CAUSESOF SCHOOL VIOLENCE AND AGGRESSION 21
BULLYING 21
XV
IMAGE 2
XVI CONTENTS
C1ASSROOM PREVENTION AND INTERVENTION EFFORTS 23
POSITIVE SCHOOL AND C1ASSROOMCULTURE 23
EFFORTS TO CURB BULLYING 24
ENVIRONMENTAL DESIGN 25
SECURITY TECHNOLOGIES 26
ZERO TOLERANCE 27
PROFILING STUDENTS 28
WARNING SIGNS OF VIOLENCE 28
WRITTEN INTERVENTION PLANS 29
CREATING SAFE CLASSROOMS AND SCHOOLS: EDUCATORS, STUDENTS, AND PARENTS
29
WORKING WITH TEACHERS 29
WORKING WITH STUDENTS 31
WORKING WITH PARENTS AND COMMUNITY MEMBERS 31
THEORISTS AND THEIR CONTRIBUTIONS TO SAFE CLASSROOMS 32
PEER MEDIATION AND CONFLICT RESOLUTION 32
PEER MEDIATION 32
CONFLICT RESOLUTION 34
DEVELOPING YOUR PERSONAL PHILOSOPHY 34
SUMMARY 36 * SUGGESTED READINGS 36 * REACHING OUT WITH
THE INTERNET 37
PART 2 EXPLORING GENERAL CLASSROOM MANAGEMENT MODELS 39
CHAPTER 3 FOUNDATIONSOF CLASSROOMMANAGEMENT: SKINNER, REDL, AND WATTEN
BERG; GLASSER,GORDON, AND GINOTT 45 VIGNETTE: SHOUTING I HATE YOUR
(OBSCENITY) GUTS 45 LEARNING OUTCOMES 44
OVERVIEW 45
INDIVIDUAL MODELS FOR THE FOUNDATION OF CLASSROOM MANAGEMENT 46
KEYTERMS 46
B. F. SKINNER: BEHAVIOR MODIFICATION 47
OVERVIEW OF SKINNER S THEORY 47
PRACTICAL APPLICATIONS OF BEHAVIOR MANAGEMENT 47
CRITIQUE OF SKINNER S THEORY 49
FRITZ REDL AND WILLIAM W. WATTENBERG: GROUP DYNAMICS 49
OVERVIEW OF REDL S AND WATTENBERG S THEORY 49
PRACTICAL APPLICATIONS OF REDL S AND WATTENBERG S THEORIES 51
CRITIQUE OF REDL S AND WATTENBERG S THEORIES 52
WILLIAM GLASSER: CHOICE THEORY 52
OVERVIEW OF GLASSER STHEORY 52
PRACTICAL APPLICATIONS OF CHOICE THEORY 53
CRITIQUE OF GLASSER STHEORIES 54
IMAGE 3
THOMAS GORDON: DISCIPLINE AS SELF-CONTROL 55
OVERVIEW OF GORDON S DISCIPLINE AS SELF-CONTROL 55
PRACTICAL APPLICATIONS OF GORDON S THEORIES 56
CRITIQUE OF GORDON S THEORIES 58
HAIM GINOTT: CONGRUENT COMMUNICATION THEORY 58
OVERVIEW OF GINOTT S CONGRUENT COMMUNICATION THEORY 59
PRACTICAL APPLICATIONS OF GINOTT S CONGRUENT COMMUNICATION 59
CRITIQUE OF GINOTT S CONGRUENT COMMUNICATION THEORY 61 SUMMARY 62 *
SUGGESTED READINGS 63 * REACHING OUT WITH
THE INTERNET 63
CHAPTER 4 BEHAVIORAL APPROACHES TO CLASSROOM MANAGEMENT 65
VIGNETTE: CONFRONTING MANAGEMENT PROBLEMS IN THE FIRST GRADE 65 LEARNING
OUTCOMES 64
OVERVIEW 65
INDIVIDUAL MODELS FOR BEHAVIORAL APPROACHES 66
KEYTERMS 66
LEE CANTER AND MARLENE CANTER: ASSERTIVE DISCIPLINE 66
OVERVIEW OF THE CANTERS MODEL 67
PRACTICAL APPLICATIONS OF THE CANTERS MODEL 67
HARRIET BARRISH, MURIEL SAUNDERS, AND MONTROSE WOLF: THE GOOD BEHAVIOR
GAME 71
OVERVIEW OF BARRISH S, SAUNDERS S, AND WOLF S MODEL 72
PRACTICAL APPLICATION OF BARRISH S, SAUNDERS S, AND WOLF S MODEL 72
J. RON NELSON: THINK TIME* 74
OVERVIEW OF NELSON S MODEL 75
PRACTICAL APPLICATIONS OF NELSON S MODEL 75
CRITIQUE OF BEHAVIORAL APPROACHES TO CLASSROOM MANAGEMENT 77 SUMMARY 80
* SUGGESTED READINGS 80 * REACHING OUT WITH
THE INTERNET 80
CHAPTER 5 ECOLOGICAL APPROACHES TO CLASSROOM MANAGEMENT 83
VIGNETTE: COMMITTING TO AN ECOLOGICAL APPROACH 83 LEARNING OUTCOMES 82
OVERVIEW 83
INDIVIDUAL MODELS FOR ECOLOGICAL APPROACHES 85
KEYTERMS 85
JACOB KOUNIN: INSTRUCTIONAL MANAGEMENT 86
OVERVIEW OF KOUNIN S MODEL 86
PRACTICAL APPLICATIONS OF KOUNIN S MODEL 86
EUNICE SHRIVER: COMMUNITY OF CARING 92
OVERVIEW OF COMMUNITY OF CARING 92
PRACTICAL APPLICATIONS OF COMMUNITY OF CARING 93
CONTENTS XVII
IMAGE 4
XVIII CONTENTS
BOY SCOUTS OF AMERICA: LEARNING FOR LIFE 93
OVERVIEW OF LEARNING FOR LIFE 93
PRACTICAL APPLICATIONS OF LEARNING FOR LIFE 93
LIONS CLUB INTERNATIONAL FOUNDATION: LIONS QUEST 94
OVERVIEW OF LIONS QUEST 94
PRACTICAL APPLICATIONS OF LIONS QUEST 94
CAROL ALLRED: POSITIVE ACTION 95
OVERVIEW OF POSITIVE ACTION 95
PRACTICAL APPLICATIONS OF POSITIVE ACTION 96
THOMAS SCHUYLER, MAURICE ELIAS, AND JOHN CLABBY: SOCIAL DECISION MAKING
AND PROBLEM SOLVING 96
OVERVIEW OF SOCIAL DECISION MAKING AND PROBLEM SOLVING 97
PRACTICAL APPLICATIONS OF SDM/PS 97
CRITIQUE OF ECOLOGICAL APPROACHES TO CLASSROOM MANAGEMENT 98 SUMMARY 100
* SUGGESTED READINGS 100 * REACHING OUT WITH THE INTERNET 101
CHAPTER 6 SELF-REGULATINGAPPROACHESTO CLASSROOMMANAGEMENT 103
VIGNETTE: DEFUSING A CONFRONTATION 103 LEARNING OUTCOMES 102
OVERVIEW 103
INDIVIDUAL MODELS FOR SELF-REGULATING APPROACHES 105
KEY TERMS 105
BARBARA COLOROSO: INNER DISCIPLINE 105
OVERVIEW OF COLOROSO S MODEL 105
PRACTICAL APPLICATIONS OF COLOROSO S MODEL 106
MARVIN MARSHALI: DISCIPLINE WITHOUT STRESS 112
OVERVIEW OF MARSHALL S MODEL 112
PRACTICAL APPLICATIONS OF MARSHALL S MODEL 114
CRITIQUES OF THE SELF-REGULATING APPROACHES TO CLASSROOM MANAGEMENT 118
SUMMARY 120 * SUGGESTED READINGS 120 * REACHING OUT WITH THE INTERNET
120
CHAPTER 7 EXPLORINGTHE PROCESS-OUTCOMES APPROACHESTO CLASSROOMMANAGEMENT
123
VIGNETTE: TALKING, WALKING AROUND, AND GOOFING OFF 123 LEARNING OUTCOMES
122
OVERVIEW 123
INDIVIDUAL MODELS FOR PROCESS-OUTCOMES APPROACHES 124
KEY TERMS 124
FREDRIC JONES: POSITIVE CLASSROOM MANAGEMENT 125
OVERVIEW OF JONES S MODEL 125
PRACTICAL APPLICATIONS OF JONES S MODEL 126
DAVID JOHNSON AND ROGER JOHNSON: THREE C S OF SCHOOL AND CLASSROOM
MANAGEMENT 132
OVERVIEW OF THE JOHNSONS MODEL 132
PRACTICAL APPLICATIONS OF THE JOHNSONS MODEL 132
IMAGE 5
COMEMS XIX
CAROLYN EVERTSON AND ALENE HARRIS: C1ASSROOM ORGANIZATION AND MANAGEMENT
PROGRAM (COMP) 135
OVERVIEW OF EVERTSON S AND HARRIS S MODEL 135
PRACTICAL APPLICATION OF EVERTSON S AND HARRIS S MODEL 136
NORTHEAST FOUNDATION FOR CHILDREN: RESPONSIVE CLASSROOM 137
OVERVIEW OF THE RESPONSIVE CLASSROOM MODEL 137
PRACTICAI APPL ICATIONS OF THE RESPONSIVE CLASSROOM MODEL 138
CRITIQUE OF PROCESS-OUTCOMES APPROACHES TO CLASSROOM MANAGEMENT 140
SUMMARY 142 * SUGGESTED READINGS 143 * REACHING OUT WITH THE INTERNET
143
CHAPTER 8 SUPPORTIVE APPROACHES TO CLASSROOM MANAGEMENT 145 VIGNETTE:
CALMING AND TAMING THE STUDENTS 145 LEARNING OUTCOMES 144 OVERVIEW 145
INDIVIDUAL MODELS FOR A SUPPORTIVE C1ASSROOM 146
KEY TERMS 146
RUDOLF DREIKURS: DEMOCRATIC TEACHING AND MANAGEMENT 146
OVERVIEW OF DREIKURS S MODEL 147
PRACTICAL APPLICATIONS OF DREIKURS S MODEL 147
LINDA ALBERT: COOPERATIVE DISCIPLINE 149
OVERVIEW OF ALBERT S MODEL 149
PRACTICAL APPLICATION OF ALBERT S MODEL 149
JANE NELSEN, LYNN LOTT, AND STEPHEN GLENN: POSITIVE DISCIPLINE 152
OVERVIEW OF NELSEN S, LOTT S, AND GLENN S MODEL 152
PRACTICAL APPLICATION OF NELSEN S, LOTT S, AND GLENN S MODEL 152
FORREST GATHERCOAL: JUDICIOUS DISCIPLINE 154 OVERVIEW OF GATHERCOAL S
MODEL 154
PRACTICAL APPLICATIONS OF GATHERCOAL S MODEL 154
RICHARD CURWIN AND ALLEN MENDLER: DISCIPLINE WITH DIGNITY 158
OVERVIEW OF CURWIN S AND MENDLER S MODEL 158
PRACTICAL APPLICATIONS OF CURWIN S AND MENDLER S MODEL 159
CRITIQUE OF SUPPORTIVE APPROACHES TO CLASSROOM MANAGEMENT 163 SUMMARY
165 * SUGGESTED READINGS 166 * REACHING OUT WITH THE INTERNET 166
CHAPTER 9 COMMUNITY APPROACHES TO CLASSROOM MANAGEMENT 169 VIGNETTE:
SELECTING A MANAGEMENT APPROACH 169 LEARNING OUTCOMES 168 OVERVIEW 169
INDIVIDUAL MODELS FOR COMMUNITY APPROACHES 170
KEYTERMS 171 ALFIE KOHN: BEYOND DISCIPLINE 171
OVERVIEW OF KOHN S IDEAS 171
PRACTICAL APPLICATION OF KOHN S IDEAS 173
IMAGE 6
XX CONTENTS
JEROME FREIBERG: CONSISTENCY MANAGEMENT AND COOPERATIVE DISCIPLINE 174
OVERVIEW OF FREIBERG S MODEL 174
PRACTICAL APPLICATIONS OF FREIBERG S MODEL 176
DEVELOPMENTAL STUDIES CENTER: THE CHILD DEVELOPMENT PROJECT 179 OVERVIEW
OF THE CHILD DEVELOPMENT PROJECT MODEL 179
PRACTICAL APPLICATIONS OF THE CDP MODEL 179
CRITIQUE OF COMMUNITY APPROACHES TO C1ASSROOM MANAGEMENT 182 SUMMARY 184
* SUGGESTED READINGS 184 * REACHING OUT WITH THE INTERNET 185
CHAPTER 10 WHOLE-SCHOOLAPPROACHESTO CLASSROOMMANAGEMENT 187
VIGNETTE: COMBATING VANDALISM 187 LEARNING OUTCOMES 186
OVERVIEW 187
INDIVIDUAL MODELS FOR WHOLE-SCHOOL APPROACHES 189
KEY TERMS 189
POSITIVE BEHAVIOR SUPPORT 190
OVERVIEW OF POSITIVE BEHAVIOR SUPPORT 190 PRACTICAL APPLICATIONS OF PSB
191
HOWARD KNOFF: PROJECT ACHIEVE 194
OVERVIEW OF KNOFF S MODEL 194
PRACTICAL APPLICATIONS OF KNOFF S MODEL 194
EDUCATORS FOR SOCIAL RESPONSIBILITY: RESOLVING CONFLICT CREATIVELY
PROGRAM 196
OVERVIEW OF THE RESOLVING CONFLICT CREATIVELY PROGRAM 197
PRACTICAL APPLICATIONS OF THE RESOLVING CONFLICT CREATIVELY PROGRAM 197
CRITIQUE OF WHOLE-SCHOOL APPROACHES TO CLASSROOM MANAGEMENT 198 SUMMARY
199 * SUGGESTED READINGS 200 * REACHING OUT WITH THE INTERNET 200
PART 3 EXPLORING SPECIAL ASPECTS OF CLASSROOM MANAGEMENT 203
CHAPTER 11 CLASSROOMMANAGEMENT IN INCLUSIVECLASSROOMS 205 VIGNETTE:
SUPPORTING INC/USION 205 LEARNING OUTCOMES 204
OVERVIEW 205
KEY TERMS 206
SPECIAL NEEDS 206
ACHIEVEMENT, INTELLIGENCE, AND COGNITIVE PROCESSES 207
INDUSION, INDUSIVE CLASSROOMS, AND LEAST RESTRICTIVE ENVIRONMENTS 208
SPECIAL NEEDS AND OTHER DIVERSITIES: COMPLEX RELATIONSHIPS 208
CO-TEACHING 209
CLASSROOM MANAGEMENT PRACTICES IN INDUSIVE CLASSROOMS 210
INDUSIVE CLASSROOMS-RATIONALE 210 INCLUSIVE CLASSROOMS-PRACTICES 211
PARENTS, FAMILY MEMBERS, AND CAREGIVERS 213
PERCEPTIONS OF SPECIAL NEEDS 213
IMAGE 7
CONTENRS XXI
BEHAVIOR SUPPORT PLANS 214
EXCLUSIONARY POLICIES 215
CLASSROOM MANAGEMENT THEORISTS AND MODELS FOR INCLUSIVE CLASSROOMS 215
SUMMARY 218 * SUGGESTED READINGS 219 * REACHING OUT WITH THE INTERNET
219
CHAPTER 12 CULTURAL AND GENDER DIVERSITY AND CLASSROOM MANAGEMENT 221
VIGNETTE: WORKING WITH DIFFERENT STUDENTS 221 LEARNING OUTCOMES 220
OVERVIEW 221
KEY TERMS 222
THE REALITY OF DIVERSITY 222
RECOGNIZING CULTURAL AND GENDER DIFFERENCES AND THEIR INFLUENCE ON
CLASSROOM MANAGEMENT 223
GENDER 224
CULTURE AND CULTURAL IDENTITIES 225
CLASHES BETWEEN CULTURE AND C1ASSROOM MANAGEMENT 229
CLASSROOM MANAGEMENT PRACTICES FOR DIVERSE STUDENTS 230
CONFRONTING BIASES 230
UNDERSTANDING BACKGROUNDS 230
USING APPROPRIATE TEACHING STYLES 230
INCORPORATING DIVERSITY INTO THE SCHOOL AND C1ASSROOMENVIRONMENT 231
CREATING A SENSEOF COMMUNITY 231
LEARNING TO COMMUNICATE WITH ALL STUDENTS 231
IDENTIFYING, TEACHING, AND ENFORCING RULES AND PROCEDURES 232
AVOIDING THE USE OF PUNISHMENTS 233
ADDRESSING GENDER DIFFERENCES 233
HELPING LGBTSTUDENTS 233
WORKING WITH THE FAMILIES OF DIVERSE STUDENTS 233
CREATING A DIVERSE DISCIPLINE TEAM 234
CLASSROOM MANAGEMENT THEORISTS AND MODELS FOR DIVERSE CLASSROOMS 234
SUMMARY 236 * SUGGESTED READINGS 236 * REACHING OUT WITH THE INTERNET
236
PART4 DEVELOPING A PERSONAL CLASSROOM MANAGEMENT PLAN 239
CHAPTER 13 DEVELOPING YOUR PERSONAL CLASSROOM MANAGEMENT PHILOSOPHY 241
VIGNETTE: DEALING WITH A SCHOOLWIDE MODEL 241 LEARNING OUTCOMES 240
OVERVIEW 241
KEY TERMS 242
RATIONALE FOR DEVELOPING A PERSONAL PHILOSOPHY 242
SYNTHESIS OF MANAGEMENT PLAN AND PHILOSOPHICAL BELIEFS 242
THE NEED FOR A PERSONALLY EFFECTIVE PLAN 243
THE NEED FOR A PLAN THAT ALL PARTIES CONSIDER FAIR 244
ADVANTAGES AND DISADVANTAGES OF THE MODELS 244
IMAGE 8
XXII CONTENTS
DEVELOPING A PERSONAL C1ASSROOM MANAGEMENT PHILOSOPHY 245
CONSIDERING WHICH PROBLEMS TO ADDRESS 245
DISCIPLINE: IMPOSED OR TAUGHT? 246
STUDENTS PSYCHOLOGICAL AND DEVELOPMENTAL NEEDS 246
CONSIDERING THE CHALLENGES OF INDUSION 248
DEVELOPING A PERSONAL PHILOSOPHY 250
SEEKING COLLABORATIVE ASSISTANCE AND ADVICE 252
SUMMARY 252 * SUGGESTED READINGS 252 * REACHING OUT WITH THE INTERNET
252
CHAPTER 14 APPLYING A MANAGEMENT PHILOSOPHY IN YOUR CLASSROOM 255
VIGNETTE: TRANSLATING PHILOSOPHICAL BELIETS INTO PRACTICE 255 LEARNING
OUTCOMES 254
OVERVIEW 255
KEY TERMS 256
APPLYING YOUR C1ASSROOM MANAGEMENT SYSTEM 256
PERSONALIZING YOUR CLASSROOM MANAGEMENT SYSTEM 256
DEVELOPING HUMAN RELATIONS SKILLS 256
BUILDING THE RIGHT CLIMATE 256
CREATING A SENSEOF COMMUNITY 258
SELECTING CLASSROOM RULES 259
CONDUCTING CLASSMEETINGS 260
EMPHASIZING, IGNORING, AND ADDRESSING ISSUES 260
COMMUNICATING WITH PARENTS 260
TEACHING DISCIPLINE AND COOPERATION 261
CONSIDERING INDIVIDUAL STUDENTS AND THEIR DIFFERENCES 263
CONSIDERING INDUSION AND LEARNERS WITH SPECIAL NEEDS 264
ADDRESSING OFF-TASK AND DISRUPTIVE BEHAVIORS 265
DEALING WITH VIOLENCE AND VIOLENT BEHAVIORS 266
PUTTING YOUR MANAGEMENT PLAN TOGETHER 267
SUMMARY 268 * SUGGESTED READINGS 268 * REACHING OUT WITH THE INTERNET
268
APPENDIX 269
GLOSSARY 271
RETERENCES 279
NAME INDEX 291
SUBJECT INDEX 296
|
| any_adam_object | 1 |
| author | Manning, M. Lee Bucher, Katherine T. |
| author_facet | Manning, M. Lee Bucher, Katherine T. |
| author_role | aut aut |
| author_sort | Manning, M. Lee |
| author_variant | m l m ml mlm k t b kt ktb |
| building | Verbundindex |
| bvnumber | BV040601102 |
| classification_rvk | DO 1240 DP 1740 |
| ctrlnum | (OCoLC)820435032 (DE-599)BVBBV040601102 |
| discipline | Pädagogik |
| edition | 3. ed |
| format | Book |
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| id | DE-604.BV040601102 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T16:18:21Z |
| institution | BVB |
| isbn | 9780132693233 0132693232 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025428841 |
| oclc_num | 820435032 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXII, 300 S. Ill. 26 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
| record_format | marc |
| spellingShingle | Manning, M. Lee Bucher, Katherine T. Classroom management models, applications, and cases Classroom management School discipline Unterricht (DE-588)4062005-0 gnd Schüler (DE-588)4053369-4 gnd Unterrichtsführung (DE-588)4187078-5 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Interaktion (DE-588)4027266-7 gnd Lehrer (DE-588)4035088-5 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4053369-4 (DE-588)4187078-5 (DE-588)4078635-3 (DE-588)4027266-7 (DE-588)4035088-5 |
| title | Classroom management models, applications, and cases |
| title_auth | Classroom management models, applications, and cases |
| title_exact_search | Classroom management models, applications, and cases |
| title_full | Classroom management models, applications, and cases M. Lee Manning, Katherine T. Bucher |
| title_fullStr | Classroom management models, applications, and cases M. Lee Manning, Katherine T. Bucher |
| title_full_unstemmed | Classroom management models, applications, and cases M. Lee Manning, Katherine T. Bucher |
| title_short | Classroom management |
| title_sort | classroom management models applications and cases |
| title_sub | models, applications, and cases |
| topic | Classroom management School discipline Unterricht (DE-588)4062005-0 gnd Schüler (DE-588)4053369-4 gnd Unterrichtsführung (DE-588)4187078-5 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Interaktion (DE-588)4027266-7 gnd Lehrer (DE-588)4035088-5 gnd |
| topic_facet | Classroom management School discipline Unterricht Schüler Unterrichtsführung Unterrichtsdisziplin Interaktion Lehrer |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025428841&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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