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$27.95 - print
Published
Pages
264
Binding
Softcover
Dimensions
6x9in
ISBN Print
9781550591774
ISBN eBook
N/A
Available

Studies indicate that teachers spend as much as half their time in the classroom organizing students for instruction, dealing with misbehaviour and handling individual problems. Researchers have also found that student behaviour and discipline are now the most serious concerns among American and Canadian educators.

Authors Jack Martin, Jeff Sugarman and John McNamara want to help teachers take back control of the classroom. They provide the latest research and theories around effective classroom management, while challenging teachers to think critically about how to adapt these principles to the unique circumstances of their classrooms.

Each chapter deals with a different approach to classroom management, including those based on interpersonal communication, principles of democratic interaction, group management, behaviour modification and cognitive psychology. The third edition of this classic text contains new material that considers the changing face of educational theory and practice in an increasingly diverse society.

Table of Contents

Preface
1. Issues and perspectives
2. Communication approaches
3. The democratic approach
4. Group management approaches
5. Behavior modification
6. Social learning and cognitive approaches
7. School-wide approaches
9. Building your own approach
A final word


Jack Martin

Jack Martin, PhD, is a professor of education at Simon Fraser University. His areas of interest include both theoretical and applied psychology, especially in educational and psychotherapeutic settings.

Jeff Sugarman

Jeff Sugarman, PhD, is a professor of education at Simon Fraser University, where he teaches courses in the psychology of education, educational research and teacher professional development. His interests straddle psychology and education, with particular emphasis on theory and philosophy of applied psychology.

John McNamara

John McNamara, PhD, is a professor in the Faculty of Social Sciences at Brock University. He studies questions of cognition and memory in individuals with learning disabilities.