"Important, timely, and necessary! . . . This essential book challenges control and punishment in classroom management and offers culturally caring and sustaining ways to create supportive learning classrooms for all students." - Tyrone Howard, Professor UCLA Graduate School of Education
"Important, timely, and necessary! . . . This essential book challenges control and punishment in classroom management and offers culturally caring and sustaining ways to create supportive learning classrooms for all students." - Tyrone Howard, Professor UCLA Graduate School of EducationHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
H. Richard Milner IV (also known as Rich) is Cornelius Vanderbilt Chair of Education and the Joseph A. Johnson, Jr. Distinguished Leadership Professor in the Department of Teaching and Learning at Vanderbilt University. He has courtesy appointments in the Department of Leadership, Policy, and Organizations and the Department of Sociology. Professor Milner is the founding Director of the Initiative for Race Research and Justice at Vanderbilt. A researcher, scholar, and teacher, Dr. Milner is President of the American Educational Research Association (AERA), the largest educational research organization in the world. He is an elected member of the National Academy of Education and a Fellow of AERA. Dr. Milner has published more than 100 scholarly journal articles and book chapters, and he has published seven books, two of which are bestsellers. His work has been cited or featured in the New York Times, the Los Angeles Times, and the Atlantic. Dr. Milner has taught high school Language Arts, Developmental Reading in community college, and on the faculty at several universities.
Inhaltsangabe
About the Authors Introduction Chapter 1. Understanding the Landscape of Classroom Management: A Look at Research, Theory, and Practice Referral Practices, Congruence and Dissonance, and Systemic Barriers Classroom Management Is About Being Culturally Responsive Culturally Responsive Classroom Management References Chapter 2. Connecting Classroom Management and the Cradle-to-Prison Pipeline The Cradle-to-Prison Pipeline in the United States The Cradle-to-Prison Pipeline and Schools Root Causes and Contributors to the CTPP Connecting the Cradle-to-Prison Pipeline to Classroom Management References Chapter 3. Classroom Management Is About Effective Instruction Critical Reflective Practices High Student Engagement in Course Content Positive Framing Building a Classroom Community Final Thoughts: Effective Instruction Improves Classroom Management References Chapter 4. Classroom Management Is About Creating a Caring Environment Student-Centered Belief, Expectations, and Rigor Persistent Practices Partnership With Families and Communities Conclusion References Chapter 5. Classroom Management Is About Restorative Discipline Restorative Discipline Is Rooted in Restorative Justice Methods of Restorative Discipline Implementing Restorative Discipline Restorative Discipline Improves Classroom Management References Conclusions, Implications, and Recommendations A Charge to Teacher Education A Charge to Researchers A Charge to Reformers A Charge to Teachers and Other Educators A Charge to Professional Development Facilitators Final Insights References Index
About the Authors Introduction Chapter 1. Understanding the Landscape of Classroom Management: A Look at Research, Theory, and Practice Referral Practices, Congruence and Dissonance, and Systemic Barriers Classroom Management Is About Being Culturally Responsive Culturally Responsive Classroom Management References Chapter 2. Connecting Classroom Management and the Cradle-to-Prison Pipeline The Cradle-to-Prison Pipeline in the United States The Cradle-to-Prison Pipeline and Schools Root Causes and Contributors to the CTPP Connecting the Cradle-to-Prison Pipeline to Classroom Management References Chapter 3. Classroom Management Is About Effective Instruction Critical Reflective Practices High Student Engagement in Course Content Positive Framing Building a Classroom Community Final Thoughts: Effective Instruction Improves Classroom Management References Chapter 4. Classroom Management Is About Creating a Caring Environment Student-Centered Belief, Expectations, and Rigor Persistent Practices Partnership With Families and Communities Conclusion References Chapter 5. Classroom Management Is About Restorative Discipline Restorative Discipline Is Rooted in Restorative Justice Methods of Restorative Discipline Implementing Restorative Discipline Restorative Discipline Improves Classroom Management References Conclusions, Implications, and Recommendations A Charge to Teacher Education A Charge to Researchers A Charge to Reformers A Charge to Teachers and Other Educators A Charge to Professional Development Facilitators Final Insights References Index
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