| 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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