Autore	Campbell Doug <1972->
Pubbl/distr/stampa	Lanham, Md., : Rowman & Littlefield Education, 2012
Descrizione fisica	1 online resource (149 p.)
Disciplina	371.1024
Soggetto topico	School discipline - United States Classroom management - United States Behavior modification - United States
ISBN	1-280-65881-9 9786613635747 1-61048-344-8
Classificazione	EDU029000EDU044000EDU008000
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Contents; Preface; Introduction. Why a Different Approach Is Needed; Chapter 1. Choosing Rules; Chapter 2. Choosing Consequences; Chapter 3. Outline of the New Style of Classroom Management; Chapter 4. Potential Problems with the New Style of Classroom Management; Chapter 5. The Mind-set Needed to Teach Successfully: Keeping Stress Low; Chapter 6. Getting Along with Other Teachers; Chapter 7. Dealing with Parents; Chapter 8. A Word to Administrators; Chapter 9. Adjusting the Plan for College Classrooms; Chapter 10. Using the Plan in Coaching Situations; Chapter 11. A Word to New Teachers Chapter 12. Applying the Concepts of the New Style Plan to ParentingConclusion; Appendix A. Frequently Asked Questions; Appendix B. Ten Hypothetical Situations Using the New Style of Classroom Management; Appendix C. Ladder of Consequences Form; Index
Record Nr.	UNINA-9910789952603321

Autore	Campbell Doug <1972->
Edizione	[1st ed.]
Pubbl/distr/stampa	Lanham, Md., : Rowman & Littlefield Education, 2012
Descrizione fisica	1 online resource (149 p.)
Disciplina	371.1024
Soggetto topico	School discipline - United States Classroom management - United States Behavior modification - United States
ISBN	1-280-65881-9 9786613635747 1-61048-344-8
Classificazione	EDU029000EDU044000EDU008000
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Contents; Preface; Introduction. Why a Different Approach Is Needed; Chapter 1. Choosing Rules; Chapter 2. Choosing Consequences; Chapter 3. Outline of the New Style of Classroom Management; Chapter 4. Potential Problems with the New Style of Classroom Management; Chapter 5. The Mind-set Needed to Teach Successfully: Keeping Stress Low; Chapter 6. Getting Along with Other Teachers; Chapter 7. Dealing with Parents; Chapter 8. A Word to Administrators; Chapter 9. Adjusting the Plan for College Classrooms; Chapter 10. Using the Plan in Coaching Situations; Chapter 11. A Word to New Teachers Chapter 12. Applying the Concepts of the New Style Plan to ParentingConclusion; Appendix A. Frequently Asked Questions; Appendix B. Ten Hypothetical Situations Using the New Style of Classroom Management; Appendix C. Ladder of Consequences Form; Index
Record Nr.	UNINA-9910826326703321

Pubbl/distr/stampa	Lanham, : Rowman & Littlefield Education, c2010
Descrizione fisica	1 online resource (163 p.)
Disciplina	378.2
Altri autori (Persone)	CalabreseRaymond L. <1942-> SmithPage A. <1953->
Soggetto topico	Doctor of philosophy degree - United States Doctoral students - United States Mentoring in education - United States Faculty advisors - United States
Soggetto genere / forma	Electronic books.
ISBN	1-282-71395-7 9786612713958 1-60709-451-7
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Contents; Acknowledgments; Introduction; PART I. STRATEGIES FOR BEGINNING THE DOCTORAL PROGRAM; Chapter 1. Starting the Doctoral Process; Chapter 2. Ten Suggestions When Starting the Doctoral Process: You Are Still a Person, Too, Aren't You?; Chapter 3. Thinking About Starting a Doctoral Program? Plan Ahead for Success; Chapter 4. Life in the Fast Lane: Beginning the Doctoral Process; Chapter 5. Beginning the Doctoral Journey; Chapter 6. Considerations at the Threshold: The Beginning of Doctoral Studies; Chapter 7. Just Beginning a Doctoral Program? Chapter 8. You're Sure You Really Want to Do This?PART II. CONQUERING COMMON DOCTORAL CHALLENGES: MOTIVATION, PROCRASTINATION, AND REENERGIZING; Chapter 9. Getting Over the "ABD" Hump: The Secret Is Avoiding Procrastination; Chapter 10. Avoid Being Labeled ABD; Chapter 11. When Motivation Hits Bottom; Chapter 12. Passion: Don't Embark Without It; Chapter 13. Brains, Heart, Courage, and Home: When Doctoral Students Have Significant Personal Issues Confounding the Completion of the Dissertation; PART III. REDUCING, COPING, AND PREVENTING STRESS; Chapter 14. Managing Your Stress Chapter 15. Eliminate Political Tensions With Your Dissertation Committee and Major ProfessorChapter 16. Life Happens: So What Do I Do Now?; Chapter 17. Helping a Graduate Student Develop Self-Directedness in Stressful Times: A Brief Conversation; Chapter 18. Preparing for Qualifying Examinations; PART IV. LIFE AFTER THE DOCTORATE: OPPORTUNITIES FOR ADVANCING YOUR CAREER; Chapter 19. Using Your Dissertation as a Steppingstone to a University Faculty Position; Chapter 20. Using the Dissertation as a Vehicle for Publishing: A Conversation Between Professor and Doctoral Student Chapter 21. Maximizing Your Dissertation to Propel Your CareerChapter 22. What Do You Want to Do With This? Means-Driven Dissertation Writing; Final Thoughts; Biographies
Record Nr.	UNINA-9910458819303321

Autore	Duffy Francis M (Francis Martin), <1949->
Pubbl/distr/stampa	Lanham, Md., : Rowman & Littlefield Education, c2010
Descrizione fisica	1 online resource (319 p.)
Disciplina	371.2/070973
Collana	Leading Systemic School Improvement
Soggetto topico	School improvement programs - United States School districts - United States Educational leadership - United States
Soggetto genere / forma	Electronic books.
ISBN	1-282-92304-8 9786612923043 1-60709-854-7
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Contents; Prologue to Revolution; Acknowledgments; PART I: FOUNDATIONAL KNOWLEDGE FOR TRANSFORMING SCHOOL SYSTEMS; Chapter 1: Honoring the Past While Moving toward the Future; Chapter 2: Strapping Wings on a Caterpillar and Calling It a Butterfly: When Systemic Change Is Not Systemic; Chapter 3: Leadership for Transformational Change; Chapter 4: Chaos Theory and the Sciences of Complexity: Foundations for Transforming Education; PART II: MASTERING AWARENESS; Chapter 5: Paradigms, Mental Models, and Mind-Sets: Triple Barriers to Transformational Change in School Systems Chapter 6: Scanning the External EnvironmentPART III: MASTERING DELIBERATE INTENTION; Chapter 7: The Power of Deliberate Intention; Chapter 8: Shaping the Future of Your School System; Chapter 9: The Learner-Centered Paradigm of Education; PART IV: MASTERING METHODOLOGY; Chapter 10: Systemic Transformation in Public School Systems; Chapter 11: Learning Management Systems; Chapter 12: The School System Transformation Protocol; Chapter 13: Seven Common Objections to Transformational Change and How to Respond; PART V: THE FUTURE OF LEADERSHIP FOR TRANSFORMATIONAL CHANGE Chapter 14: The AECT FutureMinds Initiative: Transforming American SchoolSystemsChapter 15: A National Framework of Professional Standards for Change Leadership in Education; Epilogue: A Call to Action: Join the Revolution to Transform America's School Systems; Appendix A: Comparative Analysis of Change Leadership Competencies and Traits; Appendix B: A National Framework of Professional Standards for Change Leadership in Education; Appendix C: An Innovative Design for a Thirty-Credit Education Specialist Degree Program in Change Leadership in Education Appendix D: Using Technology to Implement the Learner-Centered Paradigm of Teaching and LearningReferences; Index; About the Author and Contributors
Record Nr.	UNINA-9910459272503321

Autore	Edwards Clifford H
Pubbl/distr/stampa	Lanham, Md., : Rowman & Littlefield Education, c2011
Descrizione fisica	1 online resource (213 p.)
Disciplina	370.9 371.2/07
Soggetto topico	Educational change School improvement programs
Soggetto genere / forma	Electronic books.
ISBN	1-283-05161-3 9786613051615 1-60709-989-6
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Contents; Preface; 1 Philosophical Issues Regarding Curriculum and Instruction; 2 Issues Regarding Discipline; 3 School Discipline and Societal Implications; 4 Student Assessment in Learning Communities; 5 The Need for Change; 6 Instruction and Discipline in Learning Communities; 7 Instructional Leadership and Teacher Development; 8 Schoolwide Discipline and Outside Communities; 9 Issues Regarding a Transition to Learning Communities; References; Index; About the Author
Record Nr.	UNINA-9910459751203321