Handbook of classroom management. Research, practice, and contemporary issues.

Sonst. Personen	Evertson, Carolyn M. (Hrsg.)
Titel	Handbook of classroom management. Research, practice, and contemporary issues.
Quelle	Mahwah, NJ u.a.: Erlbaum (2006), VIII, 1346 S.Verfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis Information zu den Verfassern Verlagsangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monografie
ISBN	0-8058-4754-5
Schlagwörter	Gemeinschaftserziehung; Burnout-Syndrom; Einstellung (Psy); Emotionale Erziehung; Konfliktlösung; Selbstreflexion; Verbale Aggression; Verhalten; Soziale Entwicklung; Soziale Herkunft; Frühpädagogik; Schule; Schulforschung; Schulrecht; Schulausschluss; Schulklasse; Elternmitwirkung; Schulkultur; Primarbereich; Mittelschule; Sekundarbereich; Lehrer; Lehrerausbildung; Schüler-Lehrer-Beziehung; Schüler; Disziplin (Ordnung); Verhaltensauffälligkeit; Interkulturelle Kompetenz; Lernumgebung; Motivation; Soziales Lernen; Soziales Verhalten; Unterrichtsgespräch; Unterrichtsforschung; Unterrichtsklima; Unterrichtsorganisation; Unterrichtsprozess; Computerunterstützter Unterricht; Unterricht; Geschlecht; Inklusion; Rasse; Projekt; Stadt; Geschichte (Histor); Ethische Erziehung; Kritische Theorie; Moral; Mediationsverfahren; Ökologie; Beruf; Forschungsstand; Teilnehmerorientierung; Sonderschule; Internationaler Vergleich; Belastung; Effektivität; Handbuch; Heterogenität; Intervention; Nachschlagewerk; Gruppe (Soz); Australien; England; Großbritannien; Israel; Japan; Niederlande; Schweden; USA
Abstract	Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. This handbook has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers' managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: 1. positive teacher-student relationships are seen as the very core of effective classroom management, 2. classroom management is viewed as a social and moral curriculum, 3. external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior, 4. to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/1