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Positive pupil management and motivation : a secondary teacher's guide / / Eddie McNamara
| Positive pupil management and motivation : a secondary teacher's guide / / Eddie McNamara |
| Autore | McNamara Eddie |
| Pubbl/distr/stampa | London : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 373 |
| Collana | David Fulton Book |
| Soggetto topico |
Classroom management
School discipline Motivation in education High school teaching |
| ISBN |
1-134-11377-3
1-315-06863-X 1-134-11370-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Half Title; Title Page; Copyright Page; Table of Contents; 1 Introduction; 2 Classroom management; 3 On-report: a positive approach; 4 Behavioural contracts; 5 Pupil self-management; 6 Anxiety management: the troubled student; 7 Tackling disaffection and apathy; References; Index |
| Record Nr. | UNINA-9910819091703321 |
McNamara Eddie
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| London : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Reclaiming discipline for education : knowledge, relationships and the birth of community / / James MacAllister
| Reclaiming discipline for education : knowledge, relationships and the birth of community / / James MacAllister |
| Autore | MacAllister James. |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London : , : Routledge, , 2017 |
| Descrizione fisica | 1 online resource (173 pages) |
| Disciplina | 371.5 |
| Collana | Routledge Research in Education |
| Soggetto topico | School discipline |
| ISBN |
1-315-70709-8
1-317-47881-9 1-317-47882-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. What is discipline? What should it be for in education? -- 2. Discipline in recent education policy and practice -- 3. Rules, education and moral development -- 4. Discipline and punishment in education -- 5. Disciplines of knowledge, disciplined interests and student agency -- 6. Relationships, community and personal discipline -- 7. Restorative approaches to school discipline -- 8. Discipline in education : the birth of community. |
| Record Nr. | UNINA-9910148740003321 |
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MacAllister James.
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| London : , : Routledge, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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School discipline and safety / / volume editors, Suzanne E. Eckes, Charles J. Russo
| School discipline and safety / / volume editors, Suzanne E. Eckes, Charles J. Russo |
| Pubbl/distr/stampa | Thousand Oaks, California : , : SAGE Publications, , 2012 |
| Descrizione fisica | 1 online resource (393 p.) |
| Disciplina | 371.5 |
| Collana | Debating issues in American education |
| Soggetto topico |
School discipline
Schools - Safety measures |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-78268-233-3
1-4522-6670-0 1-4522-1865-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""SCHOOL DISCIPLINE AND SAFETY-FRONT COVER ""; ""SCHOOL DISCIPLINE AND SAFETY""; ""CONTENTS""; ""ABOUT THE EDITORS-IN-CHIEF""; ""ABOUT THE VOLUME EDITORS""; ""ABOUT THE CONTRIBUTORS""; ""INTRODUCTION""; ""DISCIPLINE AND SAFETY ISSUES WITH RESPECT TO SPECIAL POPULATIONS""; ""TEACHER RESPONSIBILITY FOR STUDENT SUICIDE""; ""THE ROLE OF SCHOOL RESOURCE OFFICERS""; ""HARASSMENT AND BULLYING""; ""CLASSROOM MANAGEMENT""; ""TEACHER LIABILITY PROTECTION ACTS""; ""DRESS CODE POLICIES""; ""CHILD ABUSE AND NEGLECT""; ""SUMMARY""; ""Further Readings and Resources""; ""Court Cases and Statutes""
""1. Should all public schools adopt dress code policies that focus on student safety?""""OVERVIEW Suzanne E. Eckes Indiana University""; ""POINT: Richard Fossey University of North Texas""; ""SCHOOL DRESS CODES AND THE FIRST AMENDMENT""; ""PALMER V. WAXAHACHIE INDEPENDENTSCHOOL DISTRICT: A SENSIBLE APPROACH TO SCHOOL DRESS CODES""; ""COURTS SHOULD DEFER TO SCHOOL BOARDS WITH REGARD TO STUDENT DRESS CODE DECISIONS""; ""COUNTERPOINT: Todd A. DeMitchell University of New Hampshire""; ""GANG-RELATED CLOTHING RESTRICTIONS""; ""The Rosary as Gang Apparel""; ""Tattoos"" ""Discussion: Dress Code Response to Gangs""""VIOLENCE AND T-SHIRTS""; ""PROMOTION OF GUN USE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""2. Are zero tolerance policies acceptable with respect to drugs, alcohol, weapons, where student safety is concerned?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Aimee Vergon Gibbs Dickinson Wright, PLLC, Detroit, Michigan""; ""HISTORICAL BACKGROUND""; ""IMPACT OF ZERO TOLERANCE POLICIES""; ""Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""CONCLUSION"" ""COUNTERPOINT: Charles B. Vergon Youngstown State University""""INEFFECTIVENESS OF ZERO TOLERANCE POLICIES Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""UNINTENDED CONSEQUENCES: NUMEROUS AND NEGATIVE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""3. Should zero tolerance policies be abolished because students of color are overrepresented when schools adopt such policies?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Spencer C. Weiler University of Northern Colorado""; ""BACKGROUND"" ""ZERO TOLERANCE POLICIES AND RACE""""History of Discipline and Race""; ""Current Data on Discipline and Race""; ""Explanations for Racial Disparities""; ""INJUSTICE IN THE DISCIPLINARY SYSTEM""; ""IMPACT OF RACIAL DISPARITIES Failure to Change Behavior""; ""Increased Dropout Rates for Students of Color""; ""Zero Tolerance Policies and Intent""; ""The School-to-Prison Pipeline for Students of Color""; ""Costs to Society""; ""ALTERNATIVE APPROACHES TO STUDENT DISCIPLINE""; ""CONCLUSION""; ""COUNTERPOINT: Luke M. Cornelius University of North Florida""; ""DISCUSSION"" ""LITIGATION ON ZERO TOLERANCE INCLUDING RACE"" |
| Record Nr. | UNINA-9910480262903321 |
| Thousand Oaks, California : , : SAGE Publications, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
School discipline and safety / / volume editors, Suzanne E. Eckes, Charles J. Russo
| School discipline and safety / / volume editors, Suzanne E. Eckes, Charles J. Russo |
| Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Sage Publications, , 2012 |
| Descrizione fisica | 1 online resource (xxvii, 361 pages) |
| Disciplina | 371.5 |
| Collana | Debating issues in American education |
| Soggetto topico |
School discipline
Schools - Safety measures |
| ISBN |
1-78268-233-3
1-4522-6670-0 1-4522-1865-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""SCHOOL DISCIPLINE AND SAFETY-FRONT COVER ""; ""SCHOOL DISCIPLINE AND SAFETY""; ""CONTENTS""; ""ABOUT THE EDITORS-IN-CHIEF""; ""ABOUT THE VOLUME EDITORS""; ""ABOUT THE CONTRIBUTORS""; ""INTRODUCTION""; ""DISCIPLINE AND SAFETY ISSUES WITH RESPECT TO SPECIAL POPULATIONS""; ""TEACHER RESPONSIBILITY FOR STUDENT SUICIDE""; ""THE ROLE OF SCHOOL RESOURCE OFFICERS""; ""HARASSMENT AND BULLYING""; ""CLASSROOM MANAGEMENT""; ""TEACHER LIABILITY PROTECTION ACTS""; ""DRESS CODE POLICIES""; ""CHILD ABUSE AND NEGLECT""; ""SUMMARY""; ""Further Readings and Resources""; ""Court Cases and Statutes""
""1. Should all public schools adopt dress code policies that focus on student safety?""""OVERVIEW Suzanne E. Eckes Indiana University""; ""POINT: Richard Fossey University of North Texas""; ""SCHOOL DRESS CODES AND THE FIRST AMENDMENT""; ""PALMER V. WAXAHACHIE INDEPENDENTSCHOOL DISTRICT: A SENSIBLE APPROACH TO SCHOOL DRESS CODES""; ""COURTS SHOULD DEFER TO SCHOOL BOARDS WITH REGARD TO STUDENT DRESS CODE DECISIONS""; ""COUNTERPOINT: Todd A. DeMitchell University of New Hampshire""; ""GANG-RELATED CLOTHING RESTRICTIONS""; ""The Rosary as Gang Apparel""; ""Tattoos"" ""Discussion: Dress Code Response to Gangs""""VIOLENCE AND T-SHIRTS""; ""PROMOTION OF GUN USE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""2. Are zero tolerance policies acceptable with respect to drugs, alcohol, weapons, where student safety is concerned?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Aimee Vergon Gibbs Dickinson Wright, PLLC, Detroit, Michigan""; ""HISTORICAL BACKGROUND""; ""IMPACT OF ZERO TOLERANCE POLICIES""; ""Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""CONCLUSION"" ""COUNTERPOINT: Charles B. Vergon Youngstown State University""""INEFFECTIVENESS OF ZERO TOLERANCE POLICIES Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""UNINTENDED CONSEQUENCES: NUMEROUS AND NEGATIVE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""3. Should zero tolerance policies be abolished because students of color are overrepresented when schools adopt such policies?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Spencer C. Weiler University of Northern Colorado""; ""BACKGROUND"" ""ZERO TOLERANCE POLICIES AND RACE""""History of Discipline and Race""; ""Current Data on Discipline and Race""; ""Explanations for Racial Disparities""; ""INJUSTICE IN THE DISCIPLINARY SYSTEM""; ""IMPACT OF RACIAL DISPARITIES Failure to Change Behavior""; ""Increased Dropout Rates for Students of Color""; ""Zero Tolerance Policies and Intent""; ""The School-to-Prison Pipeline for Students of Color""; ""Costs to Society""; ""ALTERNATIVE APPROACHES TO STUDENT DISCIPLINE""; ""CONCLUSION""; ""COUNTERPOINT: Luke M. Cornelius University of North Florida""; ""DISCUSSION"" ""LITIGATION ON ZERO TOLERANCE INCLUDING RACE"" |
| Record Nr. | UNINA-9910790332803321 |
| Thousand Oaks, Calif. : , : Sage Publications, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
School discipline and safety / / volume editors, Suzanne E. Eckes, Charles J. Russo
| School discipline and safety / / volume editors, Suzanne E. Eckes, Charles J. Russo |
| Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Sage Publications, , 2012 |
| Descrizione fisica | 1 online resource (xxvii, 361 pages) |
| Disciplina | 371.5 |
| Collana | Debating issues in American education |
| Soggetto topico |
School discipline
Schools - Safety measures |
| ISBN |
1-78268-233-3
1-4522-6670-0 1-4522-1865-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""SCHOOL DISCIPLINE AND SAFETY-FRONT COVER ""; ""SCHOOL DISCIPLINE AND SAFETY""; ""CONTENTS""; ""ABOUT THE EDITORS-IN-CHIEF""; ""ABOUT THE VOLUME EDITORS""; ""ABOUT THE CONTRIBUTORS""; ""INTRODUCTION""; ""DISCIPLINE AND SAFETY ISSUES WITH RESPECT TO SPECIAL POPULATIONS""; ""TEACHER RESPONSIBILITY FOR STUDENT SUICIDE""; ""THE ROLE OF SCHOOL RESOURCE OFFICERS""; ""HARASSMENT AND BULLYING""; ""CLASSROOM MANAGEMENT""; ""TEACHER LIABILITY PROTECTION ACTS""; ""DRESS CODE POLICIES""; ""CHILD ABUSE AND NEGLECT""; ""SUMMARY""; ""Further Readings and Resources""; ""Court Cases and Statutes""
""1. Should all public schools adopt dress code policies that focus on student safety?""""OVERVIEW Suzanne E. Eckes Indiana University""; ""POINT: Richard Fossey University of North Texas""; ""SCHOOL DRESS CODES AND THE FIRST AMENDMENT""; ""PALMER V. WAXAHACHIE INDEPENDENTSCHOOL DISTRICT: A SENSIBLE APPROACH TO SCHOOL DRESS CODES""; ""COURTS SHOULD DEFER TO SCHOOL BOARDS WITH REGARD TO STUDENT DRESS CODE DECISIONS""; ""COUNTERPOINT: Todd A. DeMitchell University of New Hampshire""; ""GANG-RELATED CLOTHING RESTRICTIONS""; ""The Rosary as Gang Apparel""; ""Tattoos"" ""Discussion: Dress Code Response to Gangs""""VIOLENCE AND T-SHIRTS""; ""PROMOTION OF GUN USE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""2. Are zero tolerance policies acceptable with respect to drugs, alcohol, weapons, where student safety is concerned?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Aimee Vergon Gibbs Dickinson Wright, PLLC, Detroit, Michigan""; ""HISTORICAL BACKGROUND""; ""IMPACT OF ZERO TOLERANCE POLICIES""; ""Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""CONCLUSION"" ""COUNTERPOINT: Charles B. Vergon Youngstown State University""""INEFFECTIVENESS OF ZERO TOLERANCE POLICIES Zero Tolerance for Weapons""; ""Zero Tolerance for Drugs and Alcohol""; ""UNINTENDED CONSEQUENCES: NUMEROUS AND NEGATIVE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""3. Should zero tolerance policies be abolished because students of color are overrepresented when schools adopt such policies?""; ""OVERVIEW Charles J. Russo University of Dayton""; ""POINT: Spencer C. Weiler University of Northern Colorado""; ""BACKGROUND"" ""ZERO TOLERANCE POLICIES AND RACE""""History of Discipline and Race""; ""Current Data on Discipline and Race""; ""Explanations for Racial Disparities""; ""INJUSTICE IN THE DISCIPLINARY SYSTEM""; ""IMPACT OF RACIAL DISPARITIES Failure to Change Behavior""; ""Increased Dropout Rates for Students of Color""; ""Zero Tolerance Policies and Intent""; ""The School-to-Prison Pipeline for Students of Color""; ""Costs to Society""; ""ALTERNATIVE APPROACHES TO STUDENT DISCIPLINE""; ""CONCLUSION""; ""COUNTERPOINT: Luke M. Cornelius University of North Florida""; ""DISCUSSION"" ""LITIGATION ON ZERO TOLERANCE INCLUDING RACE"" |
| Record Nr. | UNINA-9910806862303321 |
| Thousand Oaks, Calif. : , : Sage Publications, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear
| School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear |
| Autore | Bear George G |
| Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
| Descrizione fisica | 1 online resource (277 p.) |
| Disciplina | 371.5 |
| Collana | Guilford practical intervention in the schools series |
| Soggetto topico |
Classroom management
Problem children - Behavior modification School discipline |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-282-55785-8
9786612557859 1-60623-684-9 1-60623-685-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Copyright Page; In Memoriam; About the Author; Acknowledgments; Contents; 1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives; Two Common Aims of Discipline: Managing Students and Developing Self-Discipline; The Need for a Balanced and Comprehensive Approach; Why Punishment Is Often Used to Manage Student Behavior; Behavior Management with Punishment: The Zero Tolerance Approach; Zero Tolerance Approach versus Reasonable Zero Tolerance Policies; Limitations to Punishment; Positive Alternatives to Zero Tolerance and Punishment
Schoolwide Positive Behavior SupportsSocial and Emotional Learning; Different, Yet Compatible; Comprehensive Classroom and Schoolwide Discipline at the Universal Level; Component 1: Developing Self-Discipline; Component 2: Preventing Behavior Problems; Component 3: Correcting Behavior Problems; Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems; Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline; Overview of This Volume; Summary 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior SupportsKey Features of the SWPBS Approach; Three- Tiered Model of Prevention, Interventions, and Supports; Direct Instruction; Evidence- or Research-Based Behavioral Practices; Supportive Systems; Ongoing Collection and Use of Data for Decision Making; Key Features as Measured by the Schoolwide Evaluation Tool; Strengths and Limitations of SWPBS; Strengths; Limitations; SWPBS: Adopt? Reject? or Integrate?; Summary 3. Self-Discipline and the Social and Emotional Learning Approach to School DisciplineWhat Is Self-Discipline?; Self-Discipline versus Compliance; The SEL Approach; Supporting Theory and Research; Targeted Social and Emotional Competencies; Close and Supportive Relationships, Especially between Teachers and Students; Programs Included under the SEL Approach; Character Education; Positive Psychology; Research Supporting the Importance of Self-Discipline and SEL; Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems Relation of Self-Discipline and SEL to Other Important OutcomesResearch Supporting the Importance of Caring and Supportive Relationships; Research Demonstrating the Effectiveness of SEL Programs; Studies of Techniques Used in SEL; Summary; 4. Strategies for Developing Self- Discipline (and a Positive School Climate); What Should Be Developed?; Four Steps to Developing Self-Discipline; Step 1: Develop Student Sensitivity to Social and Moral Problems; Step 2: Determine What One Ought to Do; Step 3: Decide among Alternatives; Step 4: Do What One Decides to Do Strategies for Developing Self-Discipline |
| Record Nr. | UNINA-9910459341803321 |
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Bear George G
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| New York, : Guilford Press, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear
| School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear |
| Autore | Bear George G |
| Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
| Descrizione fisica | 1 online resource (277 p.) |
| Disciplina | 371.5 |
| Collana | Guilford practical intervention in the schools series |
| Soggetto topico |
Classroom management
Problem children - Behavior modification School discipline |
| ISBN |
1-282-55785-8
9786612557859 1-60623-684-9 1-60623-685-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Copyright Page; In Memoriam; About the Author; Acknowledgments; Contents; 1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives; Two Common Aims of Discipline: Managing Students and Developing Self-Discipline; The Need for a Balanced and Comprehensive Approach; Why Punishment Is Often Used to Manage Student Behavior; Behavior Management with Punishment: The Zero Tolerance Approach; Zero Tolerance Approach versus Reasonable Zero Tolerance Policies; Limitations to Punishment; Positive Alternatives to Zero Tolerance and Punishment
Schoolwide Positive Behavior SupportsSocial and Emotional Learning; Different, Yet Compatible; Comprehensive Classroom and Schoolwide Discipline at the Universal Level; Component 1: Developing Self-Discipline; Component 2: Preventing Behavior Problems; Component 3: Correcting Behavior Problems; Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems; Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline; Overview of This Volume; Summary 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior SupportsKey Features of the SWPBS Approach; Three- Tiered Model of Prevention, Interventions, and Supports; Direct Instruction; Evidence- or Research-Based Behavioral Practices; Supportive Systems; Ongoing Collection and Use of Data for Decision Making; Key Features as Measured by the Schoolwide Evaluation Tool; Strengths and Limitations of SWPBS; Strengths; Limitations; SWPBS: Adopt? Reject? or Integrate?; Summary 3. Self-Discipline and the Social and Emotional Learning Approach to School DisciplineWhat Is Self-Discipline?; Self-Discipline versus Compliance; The SEL Approach; Supporting Theory and Research; Targeted Social and Emotional Competencies; Close and Supportive Relationships, Especially between Teachers and Students; Programs Included under the SEL Approach; Character Education; Positive Psychology; Research Supporting the Importance of Self-Discipline and SEL; Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems Relation of Self-Discipline and SEL to Other Important OutcomesResearch Supporting the Importance of Caring and Supportive Relationships; Research Demonstrating the Effectiveness of SEL Programs; Studies of Techniques Used in SEL; Summary; 4. Strategies for Developing Self- Discipline (and a Positive School Climate); What Should Be Developed?; Four Steps to Developing Self-Discipline; Step 1: Develop Student Sensitivity to Social and Moral Problems; Step 2: Determine What One Ought to Do; Step 3: Decide among Alternatives; Step 4: Do What One Decides to Do Strategies for Developing Self-Discipline |
| Record Nr. | UNINA-9910792326403321 |
|
Bear George G
|
||
| New York, : Guilford Press, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear
| School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear |
| Autore | Bear George G |
| Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
| Descrizione fisica | 1 online resource (277 p.) |
| Disciplina | 371.5 |
| Collana | Guilford practical intervention in the schools series |
| Soggetto topico |
Classroom management
Problem children - Behavior modification School discipline |
| ISBN |
1-282-55785-8
9786612557859 1-60623-684-9 1-60623-685-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Copyright Page; In Memoriam; About the Author; Acknowledgments; Contents; 1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives; Two Common Aims of Discipline: Managing Students and Developing Self-Discipline; The Need for a Balanced and Comprehensive Approach; Why Punishment Is Often Used to Manage Student Behavior; Behavior Management with Punishment: The Zero Tolerance Approach; Zero Tolerance Approach versus Reasonable Zero Tolerance Policies; Limitations to Punishment; Positive Alternatives to Zero Tolerance and Punishment
Schoolwide Positive Behavior SupportsSocial and Emotional Learning; Different, Yet Compatible; Comprehensive Classroom and Schoolwide Discipline at the Universal Level; Component 1: Developing Self-Discipline; Component 2: Preventing Behavior Problems; Component 3: Correcting Behavior Problems; Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems; Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline; Overview of This Volume; Summary 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior SupportsKey Features of the SWPBS Approach; Three- Tiered Model of Prevention, Interventions, and Supports; Direct Instruction; Evidence- or Research-Based Behavioral Practices; Supportive Systems; Ongoing Collection and Use of Data for Decision Making; Key Features as Measured by the Schoolwide Evaluation Tool; Strengths and Limitations of SWPBS; Strengths; Limitations; SWPBS: Adopt? Reject? or Integrate?; Summary 3. Self-Discipline and the Social and Emotional Learning Approach to School DisciplineWhat Is Self-Discipline?; Self-Discipline versus Compliance; The SEL Approach; Supporting Theory and Research; Targeted Social and Emotional Competencies; Close and Supportive Relationships, Especially between Teachers and Students; Programs Included under the SEL Approach; Character Education; Positive Psychology; Research Supporting the Importance of Self-Discipline and SEL; Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems Relation of Self-Discipline and SEL to Other Important OutcomesResearch Supporting the Importance of Caring and Supportive Relationships; Research Demonstrating the Effectiveness of SEL Programs; Studies of Techniques Used in SEL; Summary; 4. Strategies for Developing Self- Discipline (and a Positive School Climate); What Should Be Developed?; Four Steps to Developing Self-Discipline; Step 1: Develop Student Sensitivity to Social and Moral Problems; Step 2: Determine What One Ought to Do; Step 3: Decide among Alternatives; Step 4: Do What One Decides to Do Strategies for Developing Self-Discipline |
| Record Nr. | UNINA-9910824293803321 |
|
Bear George G
|
||
| New York, : Guilford Press, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Strategies for Successful Classroom Management [[electronic resource] ] : Helping Students Succeed Without Losing Your Dignity or Sanity
| Strategies for Successful Classroom Management [[electronic resource] ] : Helping Students Succeed Without Losing Your Dignity or Sanity |
| Autore | Mendler Brian D |
| Pubbl/distr/stampa | Thousand Oaks, : SAGE Publications, 2007 |
| Descrizione fisica | 1 online resource (177 p.) |
| Disciplina | 371.102/4 |
| Altri autori (Persone) |
CurwinRichard L
MendlerAllen N |
| Soggetto topico |
School discipline
Behavior modification Classroom management Education Social Sciences Theory & Practice of Education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4522-9703-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Acknowledgments; About the Authors; Introduction; Chapter 1 - The Problem of Harmful Aggression; Chapter 2 - Attitudes, Beliefs, and Principles for Educators; Chapter 3 - Why Kids Misbehave and What to Do about It; Chapter 4 - Fair Versus Equal; Chapter 5 - Classroom Strategies for the Teacher; Chapter 6 - Developing Effective Rules; Chapter 7 - Handling Power Struggles Effectively; Chapter 8 - Strategies for Teaching Students to Handle Conflict Effectively; Chapter 9 - Helping Students Handle Bullying; Conclusion; References; Index |
| Record Nr. | UNINA-9910480575003321 |
|
Mendler Brian D
|
||
| Thousand Oaks, : SAGE Publications, 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Strategies for Successful Classroom Management [[electronic resource] ] : Helping Students Succeed Without Losing Your Dignity or Sanity
| Strategies for Successful Classroom Management [[electronic resource] ] : Helping Students Succeed Without Losing Your Dignity or Sanity |
| Autore | Mendler Brian D |
| Pubbl/distr/stampa | Thousand Oaks, : SAGE Publications, 2007 |
| Descrizione fisica | 1 online resource (177 p.) |
| Disciplina | 371.102/4 |
| Altri autori (Persone) |
CurwinRichard L
MendlerAllen N |
| Soggetto topico |
School discipline
Behavior modification Classroom management Education Social Sciences Theory & Practice of Education |
| ISBN | 1-4522-9703-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Acknowledgments; About the Authors; Introduction; Chapter 1 - The Problem of Harmful Aggression; Chapter 2 - Attitudes, Beliefs, and Principles for Educators; Chapter 3 - Why Kids Misbehave and What to Do about It; Chapter 4 - Fair Versus Equal; Chapter 5 - Classroom Strategies for the Teacher; Chapter 6 - Developing Effective Rules; Chapter 7 - Handling Power Struggles Effectively; Chapter 8 - Strategies for Teaching Students to Handle Conflict Effectively; Chapter 9 - Helping Students Handle Bullying; Conclusion; References; Index |
| Record Nr. | UNINA-9910789245103321 |
|
Mendler Brian D
|
||
| Thousand Oaks, : SAGE Publications, 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
