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Getting beyond bullying and exclusion, preK-5 : empowering children in inclusive classrooms / / Ronald Mah
| Getting beyond bullying and exclusion, preK-5 : empowering children in inclusive classrooms / / Ronald Mah |
| Autore | Mah Ronald |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, a SAGE Company, , [2009] |
| Descrizione fisica | 1 online resource (153 p.) |
| Disciplina | 372.158 |
| Soggetto topico |
Bullying in schools - Prevention
Inclusive education Problem children - Education (Early childhood) Problem children - Education (Elementary) Classroom management |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-7247-6
1-4522-1343-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Inclusion, exclusion, and bullying -- The stress, frustrate, fail, suffer method and emotional intelligence -- Creating powerful and successful children -- Social cues -- Reasons for missing social cues -- The victim dynamic -- Creating bullies -- Relational aggression -- Frustration to resentment to aggression -- Arrogance and entitlement -- Motivation and survival. |
| Record Nr. | UNINA-9910479877003321 |
Mah Ronald
|
||
| Thousand Oaks, California : , : Corwin, a SAGE Company, , [2009] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Getting beyond bullying and exclusion, preK-5 : empowering children in inclusive classrooms / / Ronald Mah
| Getting beyond bullying and exclusion, preK-5 : empowering children in inclusive classrooms / / Ronald Mah |
| Autore | Mah Ronald |
| Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Corwin, , 2009 |
| Descrizione fisica | 1 online resource (x, 141 pages) : illustrations |
| Disciplina | 372.158 |
| Collana | Gale eBooks |
| Soggetto topico |
Bullying in schools - Prevention
Inclusive education Problem children - Education (Early childhood) Problem children - Education (Elementary) Classroom management |
| ISBN |
1-4522-7247-6
1-4522-1343-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Inclusion, exclusion, and bullying -- The stress, frustrate, fail, suffer method and emotional intelligence -- Creating powerful and successful children -- Social cues -- Reasons for missing social cues -- The victim dynamic -- Creating bullies -- Relational aggression -- Frustration to resentment to aggression -- Arrogance and entitlement -- Motivation and survival. |
| Record Nr. | UNINA-9910796200803321 |
|
Mah Ronald
|
||
| Thousand Oaks, Calif. : , : Corwin, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Getting beyond bullying and exclusion, preK-5 : empowering children in inclusive classrooms / / Ronald Mah
| Getting beyond bullying and exclusion, preK-5 : empowering children in inclusive classrooms / / Ronald Mah |
| Autore | Mah Ronald |
| Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Corwin, , 2009 |
| Descrizione fisica | 1 online resource (x, 141 pages) : illustrations |
| Disciplina | 372.158 |
| Collana | Gale eBooks |
| Soggetto topico |
Bullying in schools - Prevention
Inclusive education Problem children - Education (Early childhood) Problem children - Education (Elementary) Classroom management |
| ISBN |
1-4522-7247-6
1-4522-1343-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Inclusion, exclusion, and bullying -- The stress, frustrate, fail, suffer method and emotional intelligence -- Creating powerful and successful children -- Social cues -- Reasons for missing social cues -- The victim dynamic -- Creating bullies -- Relational aggression -- Frustration to resentment to aggression -- Arrogance and entitlement -- Motivation and survival. |
| Record Nr. | UNINA-9910821867803321 |
|
Mah Ronald
|
||
| Thousand Oaks, Calif. : , : Corwin, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
You can't make me! : from chaos to cooperation in the elementary classroom / / Sylvia Rockwell ; indexer, Pam VanHuss ; cover designer, Lisa Miller
| You can't make me! : from chaos to cooperation in the elementary classroom / / Sylvia Rockwell ; indexer, Pam VanHuss ; cover designer, Lisa Miller |
| Autore | Rockwell Sylvia |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2007 |
| Descrizione fisica | 1 online resource (321 p.) |
| Disciplina | 372.139/3 |
| Soggetto topico |
Problem children - Education (Elementary)
Problem children - Behavior modification Classroom management |
| Soggetto genere / forma | Electronic books. |
| ISBN | 9781483363851 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; List of Figures; Preface; Acknowledgments; About the Author; Chapter 1 - Foundations and Frameworks; Introduction; Foundational Principles; Foundational Principle 1: The only Person I can Control is Myself; Foundational Principle 2: Behavior is Purposeful; Foundational Principle 3: Reinforcement Increases the Likelihood That a Behavior Will be Repeated; Foundational Principle 4: Punishment Decreases the Likelihood That a Behavior Will be Repeated; Foundational Principle 5: All People Have the Same Basic Needs
Foundational Principle 6: Each Person Has His or Her Own Belief about How to Meet a Particular NeedFoundational Principle 7: People Who Have Had Their Needs Met Reliably through Socially Accepted Means Operate from Three Basic Assumptions; Foundational Principle 8: Trauma and Long-Term Exposure to Shame-Producing Events Shatters Those Assumptions; Foundational Principle 9: Human Beings Work to Maintain a Sense of Control; Foundational Principle 10: Shame Comes from Public Exposure of One's Own Vulnerability; Human beings Work to Avoid Shame Foundational Principle 11: The Four Components of Behavior are Overt, Observable Actions, Emotions, thoughts, and Physiological Reactions Interventions Need to Address all Four; Foundational Principle 12: What We Do to, for, and with Youth Has Powerful, Long-Term Effects; Theoretical Approaches to Behavior Management; The Behavioral Approach; The Biophysical Approach; The Ecological Approach; The Cognitive-Behavioral Approach; A Rationale for Integrating the Theoretical Approaches; Conclusion; Chapter 2 - Typical and Atypical Development; Introduction; Typical Development Atypical DevelopmentAssessment; Understanding the Whole Child: Essential Research Topics; Temperament versus Learned Behavior; Externalizing and Internalizing Disorders: The Question of Blame; Neurodevelopmental Constructs; Assessment Tools: Expanding and Enhancing Their Application; Triage: A Rationale for Decision Making; Conclusion; Chapter 3 - Group Development; Introduction; Group Formation: Characteristics and Processes; Stages of Group Development; Stage 1; Stage 2; Stage 3; Roles That Students Play; Roles That Teachers Play; The Pecking Order; Strategies for Building Community ConclusionChapter 4 - Classwide Behavior Management; Introduction; Conditions; Physical Environment; Schedule; Climate; Consequences; Expectations; Rules; Procedures; Reinforcement and Punishment; Curriculum; Teaching Rules; Teaching Social Skills; Teaching Optimism; Conclusion; Chapter 5 - The Behavior-Achievement Connection; Introduction; Learners Who are at Risk; A Strategy Selection Framework; A Multifaceted Approach in Action; The Role of Assessment; Standardized Assessments; Informal Assessments; Reading Instruction; Essential Elements for Effective Reading Instruction Algebraic Thinking |
| Record Nr. | UNINA-9910480255203321 |
|
Rockwell Sylvia
|
||
| Thousand Oaks, California : , : Corwin Press, , 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
You can't make me! : from chaos to cooperation in the elementary classroom / / Sylvia Rockwell ; indexer, Pam VanHuss ; cover designer, Lisa Miller
| You can't make me! : from chaos to cooperation in the elementary classroom / / Sylvia Rockwell ; indexer, Pam VanHuss ; cover designer, Lisa Miller |
| Autore | Rockwell Sylvia |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2007 |
| Descrizione fisica | 1 online resource (321 p.) |
| Disciplina | 372.139/3 |
| Soggetto topico |
Problem children - Education (Elementary)
Problem children - Behavior modification Classroom management |
| ISBN |
1-4833-6168-3
1-4833-6385-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; List of Figures; Preface; Acknowledgments; About the Author; Chapter 1 - Foundations and Frameworks; Introduction; Foundational Principles; Foundational Principle 1: The only Person I can Control is Myself; Foundational Principle 2: Behavior is Purposeful; Foundational Principle 3: Reinforcement Increases the Likelihood That a Behavior Will be Repeated; Foundational Principle 4: Punishment Decreases the Likelihood That a Behavior Will be Repeated; Foundational Principle 5: All People Have the Same Basic Needs
Foundational Principle 6: Each Person Has His or Her Own Belief about How to Meet a Particular NeedFoundational Principle 7: People Who Have Had Their Needs Met Reliably through Socially Accepted Means Operate from Three Basic Assumptions; Foundational Principle 8: Trauma and Long-Term Exposure to Shame-Producing Events Shatters Those Assumptions; Foundational Principle 9: Human Beings Work to Maintain a Sense of Control; Foundational Principle 10: Shame Comes from Public Exposure of One's Own Vulnerability; Human beings Work to Avoid Shame Foundational Principle 11: The Four Components of Behavior are Overt, Observable Actions, Emotions, thoughts, and Physiological Reactions Interventions Need to Address all Four; Foundational Principle 12: What We Do to, for, and with Youth Has Powerful, Long-Term Effects; Theoretical Approaches to Behavior Management; The Behavioral Approach; The Biophysical Approach; The Ecological Approach; The Cognitive-Behavioral Approach; A Rationale for Integrating the Theoretical Approaches; Conclusion; Chapter 2 - Typical and Atypical Development; Introduction; Typical Development Atypical DevelopmentAssessment; Understanding the Whole Child: Essential Research Topics; Temperament versus Learned Behavior; Externalizing and Internalizing Disorders: The Question of Blame; Neurodevelopmental Constructs; Assessment Tools: Expanding and Enhancing Their Application; Triage: A Rationale for Decision Making; Conclusion; Chapter 3 - Group Development; Introduction; Group Formation: Characteristics and Processes; Stages of Group Development; Stage 1; Stage 2; Stage 3; Roles That Students Play; Roles That Teachers Play; The Pecking Order; Strategies for Building Community ConclusionChapter 4 - Classwide Behavior Management; Introduction; Conditions; Physical Environment; Schedule; Climate; Consequences; Expectations; Rules; Procedures; Reinforcement and Punishment; Curriculum; Teaching Rules; Teaching Social Skills; Teaching Optimism; Conclusion; Chapter 5 - The Behavior-Achievement Connection; Introduction; Learners Who are at Risk; A Strategy Selection Framework; A Multifaceted Approach in Action; The Role of Assessment; Standardized Assessments; Informal Assessments; Reading Instruction; Essential Elements for Effective Reading Instruction Algebraic Thinking |
| Record Nr. | UNINA-9910797437003321 |
|
Rockwell Sylvia
|
||
| Thousand Oaks, California : , : Corwin Press, , 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
You can't make me! : from chaos to cooperation in the elementary classroom / / Sylvia Rockwell ; indexer, Pam VanHuss ; cover designer, Lisa Miller
| You can't make me! : from chaos to cooperation in the elementary classroom / / Sylvia Rockwell ; indexer, Pam VanHuss ; cover designer, Lisa Miller |
| Autore | Rockwell Sylvia |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2007 |
| Descrizione fisica | 1 online resource (321 p.) |
| Disciplina | 372.139/3 |
| Soggetto topico |
Problem children - Education (Elementary)
Problem children - Behavior modification Classroom management |
| ISBN |
1-4833-6168-3
1-4833-6385-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; List of Figures; Preface; Acknowledgments; About the Author; Chapter 1 - Foundations and Frameworks; Introduction; Foundational Principles; Foundational Principle 1: The only Person I can Control is Myself; Foundational Principle 2: Behavior is Purposeful; Foundational Principle 3: Reinforcement Increases the Likelihood That a Behavior Will be Repeated; Foundational Principle 4: Punishment Decreases the Likelihood That a Behavior Will be Repeated; Foundational Principle 5: All People Have the Same Basic Needs
Foundational Principle 6: Each Person Has His or Her Own Belief about How to Meet a Particular NeedFoundational Principle 7: People Who Have Had Their Needs Met Reliably through Socially Accepted Means Operate from Three Basic Assumptions; Foundational Principle 8: Trauma and Long-Term Exposure to Shame-Producing Events Shatters Those Assumptions; Foundational Principle 9: Human Beings Work to Maintain a Sense of Control; Foundational Principle 10: Shame Comes from Public Exposure of One's Own Vulnerability; Human beings Work to Avoid Shame Foundational Principle 11: The Four Components of Behavior are Overt, Observable Actions, Emotions, thoughts, and Physiological Reactions Interventions Need to Address all Four; Foundational Principle 12: What We Do to, for, and with Youth Has Powerful, Long-Term Effects; Theoretical Approaches to Behavior Management; The Behavioral Approach; The Biophysical Approach; The Ecological Approach; The Cognitive-Behavioral Approach; A Rationale for Integrating the Theoretical Approaches; Conclusion; Chapter 2 - Typical and Atypical Development; Introduction; Typical Development Atypical DevelopmentAssessment; Understanding the Whole Child: Essential Research Topics; Temperament versus Learned Behavior; Externalizing and Internalizing Disorders: The Question of Blame; Neurodevelopmental Constructs; Assessment Tools: Expanding and Enhancing Their Application; Triage: A Rationale for Decision Making; Conclusion; Chapter 3 - Group Development; Introduction; Group Formation: Characteristics and Processes; Stages of Group Development; Stage 1; Stage 2; Stage 3; Roles That Students Play; Roles That Teachers Play; The Pecking Order; Strategies for Building Community ConclusionChapter 4 - Classwide Behavior Management; Introduction; Conditions; Physical Environment; Schedule; Climate; Consequences; Expectations; Rules; Procedures; Reinforcement and Punishment; Curriculum; Teaching Rules; Teaching Social Skills; Teaching Optimism; Conclusion; Chapter 5 - The Behavior-Achievement Connection; Introduction; Learners Who are at Risk; A Strategy Selection Framework; A Multifaceted Approach in Action; The Role of Assessment; Standardized Assessments; Informal Assessments; Reading Instruction; Essential Elements for Effective Reading Instruction Algebraic Thinking |
| Record Nr. | UNINA-9910808702203321 |
|
Rockwell Sylvia
|
||
| Thousand Oaks, California : , : Corwin Press, , 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
