Classroom Management That Works: Research-Based Strategies for Every Teacher

By Robert J. Marzano; Jana S. Marzano et al. | Go to book overview
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INDEX
abused students, 47, 55
ADHD (attention deficit/hyperactivity disorder), 46–47, 61
aggressive students, 46, 56, 57–61.
See also violent students
alcoholism, 46
American Federation of Teachers, 106
American Psychiatric Association, 57
Ascione, Frank, 11
assertive behavior, 49–50
Assertive Discipline, 34, 40, 69
attention deficit/hyperactivity disorder (ADHD), 46–47, 61
attention problems in students, 46–47, 56, 61–62, 71
Barnes, Donald, 110
Bear, George, 28–29, 77, 80
beginning of day/period, rules and procedures, 19–21
beginning of school term. See first day/week of term behavioral disorders, 46–47, 57–63
belief statements, 83–84
Billings, Ward, 110
bisexual students, 47
Blanton, Charlie, 105
Borg, Walter, 11
Boulton, Pam, 31
Boy's Town Educational Model, 80
Brophy, Jere
on cooperative learning, 24
on developing student responsibility, 79
on emotional objectivity, 68
on high-need students, 6, 48, 55
on importance of classroom management, 5
on rules and procedures, 16–17
on teacher dominancecooperation, 44–45
on [withitness], 67–68
Carr, Beth, 114
Chamberlin, G. D., 106
Chen, Michael, 16
Child Development Project, 79–80
Chiu, Lian, 44–45
classroom decorations, 96–98
Classroom Instruction That Works:
Research-Based Strategies for Increasing Student Achievement(Marzano, Pickering, & Pollock), 4
classroom management
history of research on, 4–7
meta-analytic studies of, 7–10, 14–16
role in effective teaching, 1, 4–7
training of teachers in, 6, 10–11
Classroom Management for Elementary Teachers (Evertson el al.), 17
Classroom Management for Secondary Teachers (Emmer et al.), 17
classroom meetings, 81
Classroom Organization and Management Program (COMP), 17, 69, 93
classroom seating arrangements, 94–96
Clements, Barbara, 4, 11
cognitively based strategies, 78, 88–91
Coldron, John, 31
Cole, Christine, 78–79
COMP (Classroom Organization and Management Program), 17, 69, 93
conduct disorder, 58
confidence intervals, 14–16
consequences, 28–32, 86, 110–112
contingency-based strategies. See group contingency strategies; home contingency strategies; self-monitoring and control strategies
cooperation level, 42–45, 52–55
cooperative work, 23–24, 96
covert aggressive students, 58, 60–61
curriculum design, 4
Curwin, Richard, 17, 35–36, 72, 74

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