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Handbook of Classroom Management- Evertson [PDF] [StormRG]

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 							Author: Edmund Emmer, Edward Sabornie, Carolyn M. Evertson, Carol S. Weinstein
  Paperback:
1352 pages
  Publisher: Routledge (January 18, 2006)
  Language: English
  ISBN-10:
0805847545
  ISBN-13: 978-0805847543
  Format: Retail PDF
  Reader Required: Adobe
Reader, Foxit, Nitro, Adobe Digital Editions
  
  Note: This is the eBook of the printed book and may not
include any media, website access codes, or print supplements that may come packaged with the bound book.
  
 
Tested on the above readers with no problems on laptop and Android tablet. 
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  Cover from actual book file
  
 
Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks
as the first or second most serious educational problem in the eyes of the general public, and beginning teachers
consistently rank it as their most pressing concern during their early teaching years. Management problems continue to
be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of
educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with
this critical field. 
   
  The Handbook of Classroom Management has four primary goals: 1) to clarify the
term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge
that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and
encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in
this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in
that area. Cutting across the sections and chapters are the following themes:
  *First, positive teacher-student
relationships are seen as the very core of effective classroom management.
  *Second, classroom management is
viewed as a social and moral curriculum.
  *Third, external reward and punishment strategies are not seen as
optimal for promoting academic and social-emotional growth and self-regulated behavior.
  *Fourth, to create
orderly, productive environments teachers must take into account student characteristics such as age, developmental
level, race, ethnicity, cultural background, socioeconomic status, and ableness.
   
  Like other research
handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher
educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for
graduate courses wholly or partly devoted to the study of classroom management. 
  
  
  Scientia
est potentia
  
  Request textbooks here:
  KAT Book Request Thread
  
  
  
 

  
   						

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