Manning, L. & Bucher, K.T.
Classroom Management 2nd ed.
Models, Applications, and Cases
Prentice Hall 2006.5
336 pp.(P)
ISBN 0-13-170750-7
6,700円
Contents
1.Introducing the Concept of Classroom Management/ 2.Building the Foundation/ 3.Exploring the Theories of Lee Canter and Marlene Canter-Assertive Discipline/ 4.Exploring the Theories of Rudolf Driekurs-Democratic Teaching/ 5.Exploring the Theories of Haim Ginott-Congruent Communication/ 6.Exploring the Theories of Jacob Kounin-Instructional Management/ 7.Exploring the Theories of Richard Curwin and Allen Mendler-Discipline with Dignity/ 8.Exploring the Theories of Frederic Jones-Positive Classroom Management/ 9.Exploring the Theories of Barbara Coloroso-Inner Discipline/ 10.Exploring the Theories of Jerome Freiberg-Consistency Management/ 11.Exploring the Theories of Forrest Gathercoal-Judicious Discipline/ 12.Introducing Additional Theorists/ 13.Creating Safe Classrooms and Safe Schools/ 14.Developing Your Personal Classroom Management Philosophy/ 15.Applying a Management Philosophy in Your Classroom/
* Written by two respected authors, this classroom management text has three parts and fifteen chapters. Unique features include the examination of traditional and contemporary models, readers being encouraged to develop or identify their own philosophical beliefs, and readers being encouraged to develop their own personalized classroom management plan that reflects their philosophical beliefs. Also unique is the book is written for both elementary and secondary school educators who are seeking management techniques in an increasingly diverse world. *
Borich, G.D.
Effective Teaching Methods 6th ed.
Research Based Practice
Prentice Hall 2006.5
528 pp.(P)
ISBN 0-13-171496-1
11,500円
Contents
A-11667-O 1. The Effective Teacher/ 2. Understanding Your Students/ 3. Goals and Objectives/ 4. Unit and Lesson Planning/ 5. Classroom Management I: Establishing the Learning Climate/ 6. Classroom Management II: Promoting Student Engagement/ 7. Teaching Strategies for Direct Instruction/ 8. Teaching Strategies for Indirect Instruction/ 9. Questioning Strategies/ 10. Self-Directed Learning/ 11. Cooperative Learning and the Collaborative Process/ 12. Assessing Learners/
* The new edition of this popular text clearly achieves its stated goal: to prepare prospective teachers to meet the challenges of today's changing classrooms by providing effective, practical, research-based practices in an accessible, conversational style. Material is based on a quarter-century of actual, in-classroom research that makes it possible to replace anecdotal suggestions for good teaching with solidly research-grounded strategies empirically related to positive outcomes. The author shows future teachers not only “what” to do to meet today's teaching challenges, but “how” to do it, through the experiences of real teachers in real classrooms. *
Gayle, B. M. et al. ed.
Classroom Communication and Instructional Processes
Advances Through Meta-Analysis
教室でのコミュニケーションと指導プロセス
LEA 2006.
464 pp.(P)
ISBN 0-8058-4424-4
7,500円
Contents
Part I: Classroom Communication and Instructional Processes: 1. Meta-Analysis, Classroom Communication, and Instructional Processes/ 2.The Role of Communication in Instruction: The First Three Decades. Part II: Educational Practices in the Classroom: 3.Pedagogical Issues Underlying Classroom Learning Techniques/ 4.Developing Critical Thinking Through Forensics and Communication Education: Assessing the Impact Through Meta-Analysis/ 5. How Powerful is PowerPoint? Analyzing the Educational Effects of Desktop Presentational Programs in the Classroom/ 6.Comparisons of College Student Performance Across Computer-Assisted and Traditional Instruction Formats/ 7.Test Anxiety, Academic Self-Efficacy, and Study Skills: A Meta-Analytic Review/ 8.Evaluating Peer Mediation Outcomes in Educational Settings: A Meta-Analytic Review. Part III: Classroom Interactions: 9.Classroom Interaction and Educational Outcomes/ 10.The Relationship Between Teacher Immediacy and Student Learning: A Meta-Analysis/ 11.Race and the Classroom: Interaction and Image/ 12.Sex Equity in the Classroom: Do Female Students Lose the Battle for Teacher Attention? / 13.Communication Apprehension: Issues to Consider in the Classroom/ 14.Comparing Distance Education to Face-to-Face Methods of Education/ 15.Family Care Versus Day Care: Effects on Children. Part IV: Teacher Effectiveness and Communicative and Instructional Processes: 16. An Overview of Teacher Effectiveness Research: Components and Processes/ 17.How Effective Are Teacher-Initiated Classroom Questions in Enhancing Student Learning? / 18. A Meta-Analytic Assessment of the Effect of Humorous Lectures on Learning/ 19.Exploring the Relationship Between Listening Comprehension and Rate of Speech/ 20. A Meta-Analysis of the Educational Benefits of Employing Advanced Organizers/ 21.Relationship of Teaching Evaluations to Research Productivity for College Faculty. Part V: Meta-Analysis and Interactional and Instructional Process in the Classroom: 22.The Contributions of the Scholarship of Teaching and Learning/ 23. How Does Meta-Analysis Represent Our Knowledge of Instructional Communication? / 24. Why SoTL Matters: Knowing What We Need to Know to Make Sure Our Students Learn What They Need to Know to Succeed as Citizens/ 25. What to Do in the Classroom? Evaluating the Advice/ *
Lamon, S.J.
Teaching Fractions and Ratios for Understanding 2nd ed.
Essential Content Knowledge and Instructional Strategies for Teachers
LEA 2006.
248 pp.(P)
ISBN 0-8058-5210-7
6,000円
Contents
Preface. 1.Fractions and Proportional Reasoning: An Overview. 2.Fractions and Rational Numbers. 3.Relative and Absolute Thinking. 4.Measurement. Quantities and Covariation. 5.Reasoning Up and Down. 6.Unitizing. Sharing and Comparing. 7.Proportional Reasoning. 8.Reasoning With Fractions. 9.Part-Whole Comparisons With Unitizing. 10.Partitioning and Quotients. 11.Rational Numbers as Operators. 12.Rational Numbers as Measures. 13.Ratios and Rates. 14.Distance-Rate-Time Relationships. 15.Similarity and Percents. 16.Changing Fraction Instruction/
* This popular text addresses the urgent need for curriculum materials that cross traditional boundaries to include many of the elements that are integrated in the teaching/learning enterprise: mathematics content, teacher understanding, student thinking, teaching methods, instructional activities, and assessment. *
Lodico, M. G. et al.
Methods in Educational Research
From Theory to Practice
教育研究の方法
John Wiley & Sons 2006.4
440 pp.(H)
ISBN 0-7879-7962-7
9,700円
Contents
About the Authors/ 1. Introduction to Educational Research/ 2. Identifying and Researching a Topic/ 3. The Research Proposal/ 4. Measurement in Educational Research and Assessment: Preestablished Instruments and Archival Data/ 5. Self-Developed Measures and Qualitative Measurement/ 6. Working with Research Participants: Sampling and Ethics/ 7. Descriptive-Survey Research/ 8. Experimental Research/ 9. Nonexperimental Approaches: Causal-Comparative and Correlational Research/ 10. Analyzing Quantitative Data/ 11. Qualitative Research/ 12. Mixed-Methods and Action Research/ 13. Organization and Analysis of Qualitative Research Data/ 14. Program Evaluation in Education/ 15. Educational Research Can Make a Difference/ References/ Appendix A: Sample Qualitative Proposal/ Appendix B: Sample Quantitative Proposal/ Appendix C: Calculation of the Standard Deviation/ Index/
* Designed for the real world of educational research, the book's approach focuses on the types of problems likely to be encountered in professional experiences.?Reflecting the importance of The No Child Left Behind Act , “scientifically based” educational research, school accountability, and the professional demands of the twenty-first century, Methods in Educational Research empowers educational researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community―activities that are now not only expected but required of all teachers. *
304-22 登録日 07.02.03
