EDUC 4542 Applied Professional Studies

Syllabus

 

I.          INSTRUCTOR

Coordinator of Field-Based Experiences, Dr. Nancy Hector,

101b Gary Hall, (405) 574-1354; e-mail: fachectorn@usao.edu

 

II.        COURSE DESCRIPTION       

Application of principles and techniques of classroom management and evaluation.  Emphasis on effective decision-making in classroom environments.  Attention also given to career issues such as job search techniques and professionalism.  2 hours.

Co-requisite:   EDUC 4305 and 4405, or EDUC 4310, or EDUC 4410

Prerequisites: EDUC 4442, Admission to Teacher Education, and Approval to Student Teach

Teacher candidates apply basic principles of management and evaluation in actual classroom situations.  The link between theory and practice is supported through application activities and peer discussion.  This culminating course emphasizes the connection between effective teaching action and student success --, academically, motivationally, behaviorally. Emphasis is placed on more fully developing a personal, effective classroom management philosophy and system as well as a professional, proactive approach for evaluating student learning.  Candidates have the opportunity to write objectives, design assessments to measure achievement of those objectives, as well as collect and interpret information from the assessments.  This course is designed to be taken during the professional trimester when the teacher candidate must learn to apply theory and research to practice and establish him/herself as a professional.  Furthermore, student teaching usually precedes college graduation by, at most, one trimester.  Issues involving job search techniques as well as maintenance of a professional approach to education are addressed as the class progresses.

 

III.       RATIONALE

Classroom management/discipline has consistently been rated as a problem area in schools today.  Effective teaching involves not only a combination of instructional methodology/content knowledge but also management of students and resources.  Classroom management is both an art and a science, founded on research and theory.  Effective Schools Research has found that students who are on task achieve more than students who are not.  Therefore, the development of effective management and organizational skills is crucial to successful instruction and student achievement. 

Accountability for student learning impacts both teacher and student.  Practical strategies for assessing educational achievement at the elementary and secondary levels are important skills for teachers.  Applying principles of proper collection and interpretation of classroom assessment information is a critical measure of effective teaching.  Assessment is an everyday, ongoing part of teaching.  Every day in every classroom, teachers make decisions about their pupils’ learning and behavior, the success of their instruction, and the classroom climate.  Assessment is a critical component of the instructional process, not a task that is carried out only once in a while to provide grades for report cards.  Assessment techniques are an inevitable part of every teacher’s routine decision making.  Learning about assessment is integral to learning about teaching.

 

IV.       COURSE OUTCOMES

The general goals of the course, Applied Professional Studies, are for the teacher candidate to:

A.        Analyze educational resources and student assignments for the purpose of developing appropriate and properly aligned objectives, enabling activities, and assessments;

B.         Apply assessment principles to the full range of teacher decision-making;

C.         Develop, organize, and interpret reliable and valid assessment techniques;

D.        Apply organizational procedures which aid in preventing classroom problems.

E.         Review some of the variables involved in group processes, thereby enhancing the understanding of classroom behaviors.

F.         Relate leading management theories to persistent behavioral problems.

G.         Understand that there is NO cookbook or any one certain method of effective classroom management and control.  One must, in the final analysis, find one's own way. 

H.        Become a more effective and humane teacher.

I.          Be prepared to effectively search for jobs in education.

J.          Examine her\his own values and beliefs.  "What you believe will be reflected in how you teach."

 

V.         TEXTBOOK

Charles, C.M. (2005).  Building Classroom Discipline (8th Edition).  Boston:  Pearson – Allyn and Bacon.

Popham, W. James. (2005). Classroom Assessment:  What Teachers Need to Know (4th Edition).  New York: Pearson – Allyn and Bacon.

Wong, H.K., and Wong, R.T. (1998).  The First Days of School.  Mountain View, CA:  Harry K. Wong Publications, Inc.

 

VI.       PROCEDURES

The class meets 2 hours each Wednesday for 14 weeks.  You should leave your student teaching site no earlier than 1:00 p.m. to arrive at USAO in time to meet with your university supervisor before class begins at 3:00.  Class meetings will be used for lectures, class activities, classroom management exercises, assessment exercises, videotapes, speakers.  Students are expected to come to class on time and prepared. No more than one absence will be allowed.

 

VII.      CONTRIBUTIONS TO PROGRAM COMPETENCIES

Satisfactory completion of the requirements of this course will contribute to the following General Competencies for Licensure and Certification:

2.             The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.

3.             The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.

4.             The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills and effective use of technology.

5.             The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.

6.             The teacher develops a knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7.             The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, and the community; and adapts instruction based upon assessment and reflection.

8.             The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process, ensuring the continuous intellectual, social and physical development of the learner.

9.             The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

10.           The teacher fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students' learning and well-being.

12.           The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development.

13.           The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.

15.           The teacher understands the State teacher evaluation process, "Oklahoma Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional strategies.

 

VIII.    COURSE OBJECTIVES

Based mostly on the Popham book, you should be able to:

Chapter 6 – Selected-Response Tests

1.       Define/explain:  binary-choice items, multiple binary-choice items, cluster, multiple-choice items,

2.       Identify and avoid common item-writing problems:  opaque directions, ambiguous statements, unintended clues, complex syntax, difficult vocabulary, stem, matching items, premises, responses, homogeneous,

3.       Identify and avoid common problems with binary-choice items.

4.       Use item-writing guidelines to prepare appropriate selected-response test items.

5.       Identify and avoid common problems with multiple-choice items.

6.       Identify and avoid common problems with matching items.

7.       Prepare valid, reliable, non-biased assessments involving selected-response items.

Chapter 7 – Constructed-Response Tests

1.       Define/explain:  constructed-response item, performance item, short-answer items, direct questions, incomplete statements, fill-in-the blanks, essay items, restricted-response item, extended-response item, analytic scoring, holistic scoring, evaluative criteria

2.       Use item-writing guidelines to prepare appropriate constructed-response and essay` test items.

3.       Identify and avoid common problems with constructed-response and essay test items.

4.       Communicate a plan for scoring responses to essay items.

5.       Apply steps that improve the objectivity for scoring essay items.

6.       Develop and practice valid, reliable, non-biased scoring procedures for constructed-response items.

7.       Communicate what classroom teachers really need to know about constructed-response tests.

8.       Write correctly stated selected response and constructed response items for given educational objectives (NOTE: This is a course requirement).

Chapter 8 – Performance Assessment

1.       Define/explain:  performance assessment, multiple evaluative criteria, pre-specified quality standards, judgmental appraisal, authentic assessment, alternative assessment, portfolio assessment, performance assessment tasks, generalizability, authenticity, multiple foci, teachability, fairness, feasibility, scorability, performance criterion, scoring rubrics, task-specific rubric, hypergeneral rubric, skill-focused rubric, product, generosity error, severity error, central-tendency error, halo effect 

2.       Apply appropriate evaluative criteria when developing performance-test tasks

3.       Generate a usable skill-focused rubric.

4.       Identify and avoid common errors in scoring student performances.

5.       State performance criteria for a given performance and construct a related rubric(NOTE: This is a course requirement).

6.       Communicate to parents the value of performance assessment as one aspect of student learning.

Chapter 9 - Portfolio Assessment

1.       Define/explain:  portfolio, portfolio assessment. classroom portfolio assessment, large-scale portfolio assessment, working portfolios, showcase portfolios, self-evaluation, time-sequence portfolios,  celebration portfolios, work sample,

2.       Compare classroom portfolio assessment with large-scale portfolio assessment.

3.       Contrast assessment outcomes between portfolios and standardized tests

4.       Construct a portfolio assessment that consists of a purpose and scoring approach, incorporating accepted ‘key’ ingredients. (NOTE: This is a course requirement).

5.       Express pros and cons related to portfolio assessment.

6.       Communicate to parents the value of portfolio assessment.

Chapter 10 – Affective Assessment

1.       Define/explain:  affective assessment, attitudinal targets, interest targets, value targets, self-report inventories, Likert inventories, unidimensional inventories, multidimensional inventories, socially desirable responses, anonymity-enhancement procedures, sizing-up assessment,.

2.       Describe the importance of affect in the teaching-learning process.

3.       Identify affective variables that relate to student learning.

4.       Describe how and when to assess affect.

5.       Describe the sources of teacher sizing-up assessments.

6.       Communicate what classroom teachers really need to know about affective assessment.

7.       Describe appropriate teacher reactions to potential scenarios involving affective assessment.

Chapter 11 – Improving Teacher-Developed Assessments

1.       Define/explain:  judgmental item improvement, empirical item improvement, lacuna, lacunae, p value, item-difficulty index, item-discrimination index, positively discriminating item, negatively discriminating item, nondiscriminating item, distractor analyses, discrimination based on the pretest-posttest difference, discrimination based on uninstructed versus instructed group differences

2.       Apply judgmentally based improvement procedures to improve written assessments:  yourself, colleagues, students.

3.       Apply and interpret empirically based improvement procedures.

Chapter 12 – Instructionally Oriented Assessment

1.       Define/explain:  target instructional domain, systematic sizing-up assessment, educational accountability, measurement-driven instruction

2.       Describe how instructional decisions (what to teach, how long to teach, how effective was instruction) can be based on assessment results. 

3.       Describe the concept of planning instruction to achieve the objectives represented by a test..

Chapter 15 – Evaluating Teaching and Grading Students

1.       Define/explain:  evaluation, grading, formative evaluation, summative evaluation, pretest, posttest, value added, regression effect, pretest-versus-posttest evaluation design, alternative data-gathering design, split-and-switch design, blind scoring, numerical grading system, verbal descriptors, absolute grading, relative grading, aptitude-based grading, pass/fail grading, hodgepodge grades, report cards, interim reports, parent/teacher conferences, student led conferences,

2.       Describe how instruction can be evaluated through the use of assessment data.

3.       Develop grading criteria and a grade assignment scheme for given situations. (a course requirement)

4.       State the purposes of grading and the reasons it is a difficult task for teachers.

5.       Communicate, in a variety of forms, student progress from instruction to students and parents.

 

Based mostly on the Building Classroom Discipline text:, you should be able to:

1.        Review discipline models. Apply models to given classroom situations.

2.        Develop style using discipline models as a basis.

 

Other

1.       Verbalize the unacceptability of academic dishonesty and identify strategies to reduce such.

2.   Identify specific student behaviors; separate actual behavior from interpretative comments.

3.   Discuss and explain ways to effect behavior change.

4.   Given a problem in discipline, decide the behavior to be changed and explain how the change can be attained.

5.   Given a problem in discipline, design strategies to maintain desirable behavior.

6.   Identify discipline techniques which will be most successful in a specific classroom setting.

7.   Analyze and discuss the effect of different school district discipline policies and law (state and federal) affecting classroom management.                                    

8.   Develop and explain the implementation of a social contract system for a specific classroom.

9.   Recognize and use humor in the classroom.

10.  Develop assertive communication skills, distinguishing assertiveness from aggressiveness.

11.  Describe effective schools and effective teachers.

12.  Identify and participate in job search opportunities.

13.  Participate in an exercise involving interview techniques

 

IX.       COURSE REQUIREMENTS

Each student:

A.        Is to attend class each day that it meets.

B.         Is to read the designated chapters in the textbook.

C.         Is to acquire a teacher’s manual or resource in his/her teaching area to use to analyze and develop unit objectives, a lesson plan, and assessments.  This resource (or resources) should be brought to class when indicated and used for completing class assignments and chapter objectives.  (SDE competencies 7 and 8)

D.        Is to complete and present in written form the following projects:

1.         Educational objectives and outcome(s) for a unit of study (20 points). (SDE Competency 7)

2.         A grading scheme for a unit of study (5 points).  (SDE Competencies 7, 8, and 9)

3.         A teacher-made pre-assessment to be administered prior to the unit of instruction. 

4.         A teacher-made objective test to measure the educational objectives for the unit of study (50 points).  (SDE Competency 8)

5.         Directions and scoring rubric for a single performance assessment (30 points) (SDE Competency 8 and 9)

6.         A portfolio assessment plan containing the purpose, performance criteria, and a scoring or rating scheme (30 points). (SDE Competencies, 7, 8, and 9)

7.         A student impact report (two students) based on portfolio and performance assessments.

8.         A student impact report (whole class) based on pre and post instruction paper-and-pencil assessments.

9.         Develop a style of discipline based on studied discipline models. Complete an essay on developed style.

                        10.          Complete a peer evaluation of field experience paper.

                       11.         Each candidate will submit two (2) site observational reports; two (2) rating of instruction

                                       forms; develop two (2) sets of rules/consequences for specific classes; complete a response

                                       to a teacher evaluation; complete an analysis of a school district and classroom discipline

                                       policies; design a model classroom; and complete a diversity record form for each

                                       placement.  In addition, letters of introduction to parents, progressive study of two students,

                                       examination of school/parent partnerships, and examination of classroom videotaping

                                       feasibility is required.

 

PURPOSE AND GOALS OF ASSIGNMENTS

The portfolio assignments are designed to assist the teacher candidate to thoughtfully reflect upon his/her instructional/management behavior, analyze the behavior, modify the behavior to fit the context of a particular classroom, and develop skills to adapt to any classroom context.  If the portfolio assignments are completed perfunctorily by the teacher candidate without thought and reflection the assignments will become "busy work."

A.            Site Observation Records (R*) - to assist the teacher candidate in developing skills needed to determine what is going on in a classroom as a whole and with individual students as needed.  (Addresses SDE competencies 2,5)

B.            Rating of Instruction Reports (R*) - to realistically evaluate the teacher candidate's ability to incorporate the needed behaviors that indicate effective instruction/management and to determine progress.  (Addresses SDE competencies 2,3,4,6,7,9)

C.            Nonverbal Teacher Behavior Reports (R*) - to assess the components of nonverbal behavior that improve the effectiveness of instruction/management and determine progress in developing those behaviors.  (Addresses SDE competencies 2,3,4,5,6,9)

D.            Rules/Consequences Development (R) - to practice the development of appropriately written rules/consequences for particular classrooms.  (Addresses SDE competencies 2,3,5,9)

E.             Minimum Criteria Evaluation Response (R) - to master the criteria that is used by Oklahoma schools for teacher evaluation and provide practice in writing letters of reply.  (Addresses SDE competencies 9,10,15)

              G.              School, Classroom Discipline Policies(R*) - to "find" the policies of the respective school districts and compare and contrast the various policies.  (Addresses SDE competency 13)

H.            Book and Journal Abstracts - to learn that professional literature can assist in solving classroom management problems.  Journal abstracts are usually 1 2 to 2 pages in length.  Book abstracts should be 6 to 8 pages in length.  Format for abstracts is provided separately.  (Addresses SDE competency 12 and any other, depending upon choice of reading)

J.             Anecdotal Behavior Log* - to provide practice in observation and information gathering for individual problem solving.  (Addresses SDE competencies 2,3,5,6,9,10)

K.            Culminating Integrating Assignment (Culminating Experience) (R) - to integrate learning about classroom management into a coherent "whole" to be used in interview and other school situations.  (Addresses SDE competencies 2,3,5,7,9,10)

L.             Self Evaluation* - to realistically self evaluate teaching effectiveness, and to discuss with university supervisor  (Addresses SDE competency 12)

M.           Placement File - to initiate use of the resources of the USAO Placement Office in "the job search."

N.            Diversity Report Form (R*) - to provide a record of the diversity of the classroom student teaching placement.  (Addresses SDE competencies 2,3)

O.            Daily Participation - Most class meetings will include some form of individual or small group participation, usually dealing with the management models assigned.  (Although any competency could be addressed, most will relate to SDE competencies 2,3,5,6,9,10)

P.             School/Parent/Community Partnership Review (R*) - to provide some insight into various systems of school/parent partnerships.  (Addresses SDE competencies 9, 10)

Q.            Video Feasibility Review (R*) /Video tape with reflection* - to assist the prospective teacher with knowledge of issues involved in videotaping a segment of instruction; to allow a student teacher to self-evaluate themselves during instruction as well as prepare a video for portfolio inclusion.  Note: actual videotaping is optional.   A review of feasibility of video taping is required.  (Primarily addresses SDE competencies 7,9)

R.            Physical Environment Management Plan (R) - to assist the prospective teacher in planning for effective utilization and design of the physical learning environment. 

S.             Technology Search (R*) - to help candidates become aware of available technological resources available for instructional use.

T.            Letter of Introduction to Parents (R) - to practice communication with parents and coherently express a vision for your classroom.

U.            Professional Portfolio Part IV Field Experience reflection (R) - to provide the prospective teacher the opportunity to synthesize and reflect upon all experience in actual classrooms, i.e. Directed Field I, Directed Field II (or practicums), Student Teaching, and other paraprofessional experience if applicable.

V.            Student Impact Report (R*) - to gain experience in examining all aspects of classroom impact on students.  See description in supplement.

W.         Educational objectives and outcome(s) for a unit of study (R)

X.          A grading scheme for a unit of study (R)

Y.          A teacher made objective test to measure  the educational objectives for the unit of study (R)

Z.          Directions and scoring rubric for a single performance assessment (R)

A1.        A portfolio assessment plan containing the purpose, performance criteria, and a scoring or rating scheme

R - required

* - satisfied by other requirements for those not concurrently student teaching

X.         EVALUATION CRITERIA

The following factors will be considered in assigning final grades:

Insert here

Grades will be assigned on the basis of a developed portfolio at the end of the term.  Grades will be given on a contract basis. A list of minimum requirements required to earn a "C" is attached. The teacher candidate may complete and add optional assignments to earn a higher course grade.   The final course grade will be lowered one letter grade for each specified course requirement not completed.   Work of less than professional quality will have points deducted.  Professional quality carries ethical considerations, i.e. discussions with colleagues concerning questions and issues is encouraged, however written work should be completed independently reflecting individual understanding. Regularity of attendance is required.  More than 1 absence will result in the possible failure of the class. Late work will receive an automatic deduction in points, usually 20% for each week late (note: this could result in negative points for very late work of poor quality, however there is a lower limit).  To earn full credit on assignments -- complete the assignment professionally, thoroughly and on time.   Participation points can be earned on some days through class activities.  Teacher candidate exchange of information and discussion of problems will assist each candidate in developing new insights about classroom management.   The grading procedure, point system, and grade scale are specified below.  It will be up to each candidate to earn the grade desired.

Portfolio preparation has become a required part of teacher preparation.  Portions of the notebook prepared for this class may become components of your Professional Portfolio required for certification.

 

 

Grading Procedure and Scale

                                        possible                        Number                 Maximum

                                                                                                                 Pts Ea                    Required                  Number

Site Observational Records*                                                               2                          2                                 2

Rating of Instruction Reports*                                                           2                          2                               2

Nonverbal Teacher Behavior Reports*                                              2                          2                                2

Rules/Consequences Development(* 1 only)                                   5                          2                                2

Minimum Criteria Evaluation - written response                               5                          1                                1

School, Classroom Discipline Policy *                                               5                          1                                1

Abstracts - Journal, or Pamphlet                                                       2-5                           0                               8

Books                                                                                              15-20                             0                               3

Anecdotal Student Behavior Log*                                                     2                            0                              2                         

Student Impact Report*                                                                        8                            2                              2

Culminating Experience Questions                                                     5                          2                                5

Placement File                                                                                         5                            0                               1                         

Diversity Count Forms*                                                                       1                            2                               2

Daily Participation points                                                                     2                          0                                2

School/Parent/Community Partnership Review*                              2                          2                                 2

Video feasibility review*                                                                      1                            2                              1

Video*                                                                                                   10                            0                               1

Physical Environment Management Plan                                          2                            1                              1

Letter of Introduction to Parents                                                         5                            2                              2

Professional Portfolio Part IV Field Experience Reflection              5                            1                              1

Technology Search*                                                                             1                            2                              2

Self Evaluation*                                                                                     1                            2                              2

Educational objectives and outcomes                                              10                            1                              1

Grading scheme for a unit of study                                                     5                            1                              1

Teacher made objective test                                                              10                            1                              1

Directions and scoring rubric for performance assessment          10                            1                              1

Portfolio assessment plan                                                                    5                            1                              1

 

*satisfied by other requirements for those not concurrently student teaching

Grading Scale

A = 90% of possible pts.         B = 80%        C =  70%       D = 60%         F = below 60%

 

XI.           POLICY STATEMENT

             Grades will be lowered on assignments lacking professional appearance or content. Required assignments not completed can result in receipt of an I or letter grade reduction.   All assignments except the Culminating Experience are due according to schedule. The Culminating Experience is due the final class session. NO ASSIGNMENTS WILL BE ACCEPTED AFTER 5:00 Wednesday, Finals Week.

            Attendance - Attendance will be a factor in determining the student’s final grade for the course.  Students missing more than one class contact instructor to determine process for remaining in class or withdrawal.

                        Incomplete: the grade of  ‘I’  is given for work that is incomplete at the time grades are awarded.   It is given only after the student establishes with the instructor that his/her work is incomplete for good cause.  It is the responsibility of the student to make up any incomplete work and have the instructor submit a grade change to the Registrar.  If this is not done within nine weeks of the subsequent trimester, the incomplete will be changed to the grade that the total points indicate.

            Any student who has a disability that may prevent him/her from fully demonstrating his/her abilities in this course should contact the instructor the first week of classes to determine what accommodations may be necessary to facilitate full participation and educational benefit for that student.

 

XII.           BIBLIOGRAPHY 

Airasian, Peter W. (2001).  Classroom Assessment (4th Edition).  New York: McGraw-Hill.

Berger, P. (1997).  Night of the living portfolios.  NEA Today, 16(3), 41.

Bullock, A.A. and Hawk, P.O. (2002).  Developing a Teaching Portfolio.  Columbus, Ohio: Merrill Prentice Hall.

Charles, C.M. (2005).  Building Classroom Discipline (8th Edition).  Boston:  Pearson – Allyn and Bacon

Eissenberg, T. and Rudner, M. (1988).  Explaining test results to parents.  ERIC Digest, 102.  Princeton, N.J.: ERIC Clearinghouse on Tests, Measurement, and Evaluation.

Linn, R.L. and Gronlund, N.E. (1995).  Measurement and Assessment in Teaching., 7th edition.  Englewood Cliffs, N.J.: Merrill.

Linn, R.L., Miller, M.D. (2005).  Measurement and Assessment in Teaching, 9th  ed.  NJ, Pearson-Merrill Prentice Hall.

Oklahoma State Department of Education (1993).  Priority Academic Student Skills.  Oklahoma City: State Department of Education Printing Services.

Paulson, F.L., Paulson, P.R., and Meyer, C.A. (1991).  What makes a portfolio a portfolio?  Educational Leadership, 48 (5), 60-63.

Popham, W. James. (2005).  Classroom Assessment:  What Teachers Need to Know (4th Edition).  New York: Pearson – Allyn and Bacon.

Sax, G. (1980).  Principles of Educational and Psychological Testing, 2nd edition.  Belmont, CA: Wadsworth Publishing Co.

Taylor, C.S., Nolen, S.B. (2005).  Classroom Assessment Supporting Teaching and Learning in Real Classrooms.  NJ:  Pearson – Allyn and Bacon.

Thompson, S. (2001).  The authentic standards movement and its evil twin.  Kappan, 82(5), 358-362.

Wasserstein, P. (1994).  To do or not to do portfolios: That is the question.  Phi Delta Pi Record, Fall, 12-15.

Wolf, D.P. (1992).  Portfolio assessment: Sampling student work.  Educational Leadership, 46(7), 35-39.

Wong, H.K., and Wong, R.T. (2004).  The First Days of School.  Mountain View, CA:  Harry K. Wong Publications, Inc.

 

ADDITIONAL SOURCES

 

Ban,  J. R. (1994).  A lesson plan approach for dealing with school discipline.  Clearing House, 67(5), 257-261.

Barrick, Phillip (1988). The immigrant student project.  Phi Delta Kappan.

Bonstingl, J.J. (1992).  The quality revolution in education.  Educational Leadership, 50(3), 4-9.

Broome, S.A., White, R.B. (1995).  The many uses of videotape in classrooms serving youth with behavior disorders.  Teaching             Exceptional Children,  (), 10-12.

Brown, W.E. and Payne, T. (1992).  Teachers' views of discipline changes from 1981 to 1991.  Education, 112(4), 534-537.

Brown, W.E., and Payne, T. (1988).  Policies and practices in public schools discipline.  Academic Therapy, 23(Jan), 297-301.

Buscaglia, L. (1982).  Living, Loving and Learning.  New York:  Holt, Rinehart and Winston.

Burke, J.(1992).  Decreasing Classroom Behavior Problems.  San Diego: Singular Publishing Group, Inc.

Cangelosi, J.S. (2000).  Classroom Management Strategies.  New York: John Wiley and Sons.

Canter, Lee (1989).  Assertive discipline -- more than names on the board and marbles in a jar.  Phi Delta Kappan, 71(1), 57-61.

Canter, Lee., and Canter, Marlene (1976).  Assertive Discipline.  Santa Monica:  Canter & Associates Inc.

Carter, K., and Gonzalez, L. (1993).  Beginning teachers knowledge of classroom events.  Journal of Teacher Education, 44(3), 223-232.

Carter, R. (1977).  Help! The Kids are Driving Me Crazy.  Champaign, Illinois: Research Press Co.

Caudle, M. (1994).  Eight ways to safer schools.  Education Digest, 60(4), 20-24.