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Student-Centered Classrooms presents holistic dimensions of classroom management where teachers are facilitators of learning who aim to foster and support students rather than manage classrooms.
Inhaltsverzeichnis
FOREWORD
Andrea Honigsfeld
ACKNOWLEDGMENTS
LIST OF TABLES
LIST OF FIGURES
CHAPTER 1: Introduction to Student-Centered Classrooms: Research-Driven and Inclusive Strategies for Classroom Management
Maggie Blair and Joanna Alcruz
CHAPTER 2:Proactive Strategies for Student-Centered Classrooms
Vicky Giouroukakis, Francine Wisnewski, and Matina Stergiopoulo
CHAPTER 3: Whether, When, and How Teachers Can Intervene
Audra Cerruto and Rickey Moroney
CHAPTER 4:Applications of Applied Behavioral Analysis to Classroom Management
Kathleen Quinn, Sarah Farsijany, and Jill Snyder
CHAPTER 5:Understanding the Role of Emotions in the Classroom
Tyce Nadrich, Candice R. Crawford, David Julius Ford, Heather C. Robertson, Amy Weinstock
CHAPTER 6:Integrating Gender Equity into Positive Classroom Culture
Donna Cempa-Danziger, Tricia Kress, and Maureen T. Walsh
CHAPTER 7:Technology as a Classroom Management Asset
Madeline Craig and Linda Kraemer
Über den Autor / die Autorin
Joanna Alcruz is an Associate Professor at Molloy College who currently teaches in the doctoral program in Educational Leadership for Diverse Learning Communities. Her expertise is in educational psychology and assessment with over 20 years of experience teaching pre-service candidates and educators.
Maggie Blair had been an active practitioner in the field of special education for the past fifty years, serving as a teacher, a staff developer, an administrator and a faculty member at the Molloy College School of Education and Human Services until her retirement in 2020. Currently Maggie is administrating a program she created which enables young adults with developmental disabilities to participate in a meaningful college experience.
Zusammenfassung
Student-Centered Classrooms presents holistic dimensions of classroom management where teachers are facilitators of learning who aim to foster and support students rather than manage classrooms.
