Middle and Secondary Classroom Management: Lessons from Research and Practice

Middle and Secondary Classroom Management: Lessons from Research and Practice

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Weinstein, Middle and Secondary Classroom Management highlights philosophies and actual management practices of five real teachers. These teachers work in different subjects and in diverse classroom settings. Their stories provide real-life illustrations of the concepts and principles derived from research.
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Product details

  • Paperback | 416 pages
  • 226 x 229 x 15mm | 601g
  • MCGRAW-HILL Professional
  • United States
  • English
  • 5th edition
  • 13 Illustrations, unspecified
  • 0078024536
  • 9780078024535
  • 1,487,773

Table of contents

CONTENTSPrefacePart I: IntroductionChapter 1 Managing Classrooms to Nurture Students, Build Self-Discipline, and Promote LearningPart II: Establishing an Environment for Learning Chapter 2 Designing the Physical EnvironmentChapter 3 Developing Positive Teacher-Student RelationshipsChapter 4 Fostering Positive Peer RelationshipsChapter 5 Establishing Expectations for BehaviorChapter 6 Knowing Your Students and Their Special NeedsChapter 7 Working with FamiliesChapter 8 Making the Most of Classroom TimePart III: Organizing and Managing Instruction Chapter 9 Enhancing Students' Motivation to LearnChapter 10 Managing Independent Work, Recitations, and DiscussionsChapter 11 Managing Small-Group WorkPart IV: Protecting and Restoring OrderChapter 12Responding Effectively to Inappropriate BehaviorChapter 13 Preventing and Responding to ViolenceReferencesName IndexSubject Index
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About Carol Simon Weinstein

Carol S. Weinstein has recently retired from her position as Professor of Education at Rutgers Graduate School of Education, where she was Associate Dean of Teacher Education and Chair of the Department of Learning and Teaching. She received her doctorate from Harvard Graduate School of Education in 1975. A former public school teacher, she has authored dozens of journal articles and book chapters on topics ranging from the physical design of classrooms to prospective teachers' beliefs about classroom management. Her most recent work has focused on culturally responsive classroom management, and she served as the guest editor for a special issue of Theory Into Practice on Managing Classrooms in a Diverse Society. With Carolyn Evertson, she co-edited the first Handbook of Classroom Management: Research, Practice, and Contemporary Issues (to be published by Erlbaum, 2006). She has also written a companion volume to this text on managing secondary classrooms (McGraw-Hill). In July 2000, she received a Contributing Researcher Award from the American Federation of Teachers for "Bridging the Gap between Research and Practice in Effective Classroom Management." Her special interests are classroom organization and management, violence prevention, and teacher education.

Ingrid Novodvorsky is Director of the College of Science Teacher Preparation Program and Faculty Fellow for Instruction and Assessment at the University of Arizona. She earned a bachelors degree in Physics and Mathematics, and masters and doctoral degrees in Secondary Education, all from the University of Arizona. Before joining the university, Dr. Novodvorsky taught high-school physics and mathematics. During that time, she hosted student teachers in her classroom and mentored beginning science teacher colleagues. As one of the founding faculty members, Dr. Novodvorsky created a course on classroom management for the Teacher Preparation Program, in recognition that this is a critical aspect of preparing teachers. Her current scholarly work at the university is focused on faculty development for improving instruction and assessment.
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65 ratings
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3 26% (17)
2 11% (7)
1 6% (4)
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