000 03687nam a22005175i 4500
999 _c98269
_d98269
001 978-3-319-63850-8
003 DE-He213
005 20191025084634.0
007 cr nn 008mamaa
008 170922s2018 gw | s |||| 0|eng d
020 _a9783319638508
024 7 _a10.1007/978-3-319-63850-8
_2doi
040 _cМУБИС.
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aJNMT
_2thema
082 0 4 _a370.711
_223
100 1 _aDavis, Jonathan Ryan.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aClassroom Management in Teacher Education Programs
_h[electronic resource] /
_cby Jonathan Ryan Davis.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2018.
300 _aXIII, 272 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPalgrave Studies in Urban Education
505 0 _aChapter 1. Introduction: The Problem of Integrating Classroom Management into the Lives of Those Learning to Teach -- Chapter 2. Teaching without Classroom Management Coursework: A Case Study—Methods II into Student Teaching -- Chapter 3. Teaching without Classroom Management Coursework: A Case Study—Student Teaching into Teaching -- Chapter 4. The Dynamic Classroom Management Approach (DCMA): What It Is and How It Can Be Integrated into Methods Courses -- Chapter 5. Teaching with Classroom Management Coursework: A Case Study—Methods II into Student Teaching -- Chapter 6. Teaching with Classroom Management Coursework: A Case Study—Student Teaching into Teaching -- Chapter 7. Conclusion.
520 _aThis book investigates the impact of integrating culturally relevant and pedagogically dynamic classroom management strategies into the curriculum of an urban secondary education pre-service methods course. The book begins by framing the problem of integrating classroom management into the lives of those learning to teach impact. It then examines multiple case studies of students from the study’s control cohort who did not have classroom management coursework in their methods course.  After breaking down the challenges encountered by the control students, the book offers DCMA as a framework from which teacher educators might create an integrative methods course. The book then analyzes students from the study’s experimental cohort and how they benefited from such an integrative course throughout their teacher preparation and into their first year of teaching.
650 0 _aEarly childhood education.
650 0 _aEducation—Research.
650 0 _aSociology, Urban.
650 1 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
650 2 4 _aEarly Childhood Education.
_0http://scigraph.springernature.com/things/product-market-codes/O37000
650 2 4 _aResearch Methods in Education.
_0http://scigraph.springernature.com/things/product-market-codes/O54000
650 2 4 _aUrban Studies/Sociology.
_0http://scigraph.springernature.com/things/product-market-codes/X22250
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319638492
776 0 8 _iPrinted edition:
_z9783319638515
776 0 8 _iPrinted edition:
_z9783319876535
830 0 _aPalgrave Studies in Urban Education
856 4 0 _uhttps://doi.org/10.1007/978-3-319-63850-8
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK