Davis Classroom Management in Teacher Education Programs

1. Auflage 2018
ISBN: 978-3-319-63850-8
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 279 Seiten

Reihe: Progress in Mathematics

This 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.

Jonathan Ryan Davis is Associate Professor in the Department of Educational Administration and Secondary Education at The College of New Jersey, USA.

Autoren/Hrsg.

Davis, Jonathan Ryan

Inhaltsverzeichnis

1;Series Foreword;6
2;Acknowledgments;9
3;Contents;11
4;List of Tables;13
5;Chapter 1: Introduction: The Problem of Integrating Classroom Management into the Lives of Those Learning to Teach;14
5.1;Defining the Problem;15
5.2;The Lack of Classroom Management Courses in Teacher Preparation Programs1;16
5.3;Why Classroom Management Is Not Taught in Teacher Preparation Programs;19
5.4;The Importance of Classroom Management in Teacher Preparation Programs;20
5.5;The Challenge of Integrating Classroom Management Coursework into Teacher Preparation Programs;21
5.6;Framing the Book’s Research Questions;22
5.7;A Brief Preview of the Book;24
5.8;References;25
6;Chapter 2: Teaching without Classroom Management Coursework: A Case Study—Methods II into Student Teaching;28
6.1;Introduction to the Control Cohort’s Methods Course at Public University;29
6.2;Introduction to the Control Students;32
6.2.1;Dana’s Road to Teaching;32
6.2.2;Conrad’s Road to Teaching;33
6.2.3;Robyn’s Road to Teaching;34
6.3;The Methods Course: From Beginning to End;36
6.3.1; Expectations for Methods II;36
6.3.2;End of the Course: A Lack of Practical Strategies;40
6.3.3;Frustration with the Course Textbook;43
6.3.4;In-Class Teaching Experience;45
6.3.5;Fieldwork;47
6.3.6;Reflecting on Methods II: Changed Expectations and Fears and Hopes for Student Teaching;48
6.4;One Month into Student Teaching;51
6.4.1;Overview of Schools;51
6.4.1.1; Dana’s Student Teaching Setting;51
6.4.1.2; Conrad’s Student Teaching Context;53
6.4.1.3; Robyn’s Student Teaching Context;54
6.4.2;Initial Teaching Challenges with Classroom Management;55
6.4.3;Initial Teaching Successes;59
6.4.4;Usefulness of Methods II Course in Initial Student Teaching;63
6.4.5;Perception of Classroom Management After One Month of Student Teaching;65
6.5;References;68
7;Chapter 3: Teaching without Classroom Management Coursework: A Case Study Continued—After Student Teaching into Teaching;69
7.1;After Completing Student Teaching;70
7.1.1;Defining Classroom Management After Completing Student Teaching;70
7.1.2;Usefulness of Methods II Course After Completing Student Teaching;71
7.1.3;Struggles with Classroom Management;74
7.1.4;Classroom Management Strategies that Worked;77
7.1.5;Classroom Management Growth and Anticipated Changes to Help with Classroom Management;81
7.2;One Semester into Teaching;83
7.2.1;Overview of Schools;83
7.2.1.1; Robyn’s School Context;83
7.2.1.2; Conrad’s School Context;84
7.2.1.3; Dana’s School Context;84
7.2.2;Defining Classroom Management After Teaching Their Own Class;84
7.2.3;Usefulness of Methods II Course After Teaching Their Own Class;85
7.2.4;Struggles with Classroom Management;87
7.2.5;Classroom Management Strategies that Worked;92
7.2.6;Classroom Management Growth and Anticipated Changes to Help with Classroom Management;95
7.3;Concluding Thoughts;98
7.4;References;98
8;Chapter 4: The Dynamic Classroom Management Approach (DCMA): What It Is and How It Can Be Integrated into Methods Courses;99
8.1;A New Way of Thinking About Classroom Management;100
8.2;Framework for the Dynamic Classroom Management Approach;102
8.2.1;Principles of the Asset Model;102
8.3;Dynamic Classroom Management Approach (DCMA) Domains;104
8.3.1;Domain 1: Flexibility and Adaptability in One’s Management Style;107
8.3.2;Domain 2: Diversity in Context;108
8.3.2.1; Culture in Classroom Management (Culturally Responsive Classroom Management);108
8.3.2.2; Social Class in Classroom Management;111
8.3.2.3; Gender and Sexuality in Classroom Management;112
8.3.2.4; Differential Language Learning in Classroom Management;114
8.3.2.5; Differential Abilities in Classroom Management;115
8.3.3;Domain 3: Creating Effective Pedagogy;116
8.3.3.1; Planning and Implementation in Classroom Management;117
8.3.3.2; Managing Misbehavior in Classroom Management;117
8.3.4;Domain 4: Creating a Positive Classroom Culture and Community;118
8.3.4.1; Creating a Caring Environment in Classroom Management;119
8.3.4.2; Creating a Safe Environment in Classroom Management;119
8.3.4.3; Creating an Encouraging Environment in Classroom Management;120
8.4;Empirical and Practical Implications for Teachers;120
8.5;How to Integrate DCMA into a Methods Course;121
8.6;References;124
9;Chapter 5: Teaching with Classroom Management Coursework: A Case Study—Methods II into Student Teaching;131
9.1;Introduction to the Experimental Cohort’s Methods Course at Public University;131
9.2;Introduction to the Experimental Students;135
9.2.1;Faye’s Road to Teaching;136
9.2.2;Kate’s Road to Teaching;136
9.2.3;Ezequiel’s Road to Teaching;138
9.3;The Methods Course: From Beginning to End;139
9.3.1; Expectations for Methods II;139
9.3.2;Defining Classroom Management from Beginning to End;143
9.3.3;Linking Pedagogical and Classroom Management Strategies to Fieldwork;146
9.3.4;Modeling of Pedagogical Strategies;152
9.3.5;Reflecting on Methods II: Changed Expectations and Fears and Hopes for Student Teaching;152
9.4;One Month into Student Teaching;159
9.4.1;Overview of Schools;159
9.4.1.1; Faye’s Student Teaching Context;159
9.4.1.2; Kate’s Student Teaching Context;161
9.4.1.3; Ezequiel’s Student Teaching Context;163
9.4.2;Initial Teaching Challenges with Classroom Management;167
9.4.3;Application of DCMA’s Tenets;170
9.4.4;Usefulness of Methods II Course in Initial Student Teaching;176
9.4.5;Perception of Classroom Management After One Month of Student Teaching;181
9.5;References;183
10;Chapter 6: Teaching with Classroom Management Coursework: A Case Study  Continued—After Student Teaching into Teaching;184
10.1;After Completing Student Teaching;185
10.1.1;Defining Classroom Management After Completing Student Teaching;185
10.1.2;Usefulness of Methods II Course After Completing Student Teaching;185
10.1.3;Struggles with Classroom Management;190
10.1.4;Successes and the Application of DCMA’s Tenets;192
10.1.5;Classroom Management Growth and Anticipated Changes to Help with Classroom Management;199
10.2;One Semester into Teaching;204
10.2.1;Overview of Schools;204
10.2.1.1; Faye’s School Context;204
10.2.1.2; Kate’s School Context;205
10.2.1.3; Ezequiel’s School Context;206
10.2.2;Defining Classroom Management After Teaching Own Class;206
10.2.3;Usefulness of Methods II Course After Teaching Own Class;207
10.2.4;Struggles with Classroom Management;210
10.2.5;Classroom Management Strategies that Worked and Application of DCMA’s Tenets;215
10.2.6;Classroom Management Growth and Anticipated Changes to Help with Classroom Management;221
10.3;Concluding Thoughts;224
10.4;References;224
11;Chapter 7: Conclusion;225
11.1;Comparing the Experimental and Control Cohorts;226
11.1.1;Definition of Classroom Management;227
11.1.2;Usefulness of Coursework in Addressing Classroom Management;231
11.1.3;A Classroom Management Toolbox;235
11.1.4;Application of DCMA’s Tenets;238
11.1.5;Takeaways;241
11.2;A Professor’s Reflection on Teaching a Methods Course that Integrated Classroom Management: Professor Gold’s Experience;241
11.3;Challenges to Integrating Classroom Management Coursework into Teacher Preparation Coursework;243
11.4;Lessons Learned on How Teacher Educators Might Best Integrate Classroom Management Strategies into Their Teacher Education Programs;245
11.5;Final Thoughts;248
11.6;References;249
12;Appendix A: Introduction to the Book’s Study;251
13; Appendix B: Professor Lee’s Adolescent Social Studies Methods II Course;254
13.1;Course Catalog Description;254
13.2;Course Conceptual Framework;254
13.3;Social Studies Standards;255
13.4;Required Textbook;256
13.5;Recommended Readings;256
13.6;Class Schedule;256
13.7;Course Responsibilities1;257
13.7.1;I. Curriculum Project;258
13.7.2; II. Curriculum Presentation;259
13.7.3; III. Mini-Assignments;259
13.7.4; IV. Exit Letter;260
13.7.5; V. Class Participation & Attendance;260
13.8;Sample Template for Lesson Planning;260
13.9;List of Activities;264
13.10;NYC Museums;265
13.11;Online Resources for the Teaching of Global History;266
13.11.1;Annenberg Learner;266
13.11.2;Assal-Dhra Archaeological Project;266
13.11.3;Bank Street College Social Studies Lessons;266
13.11.4;Developing A Global Perspective;266
13.11.5;Film for the Love of Tomorrow;267
13.11.6;Frontline World;267
13.11.7;Library of Congress;267
13.11.8;Rethinking Schools;267
13.11.9;South African History Online;268
13.11.10;Textbooks;268
13.11.11;World History Matters;268
13.11.12;World History Connected;268
14; Appendix C: Professor Gold’s Adolescent Social Studies Methods II Course;269
14.1;Fall 2012;269
14.1.1;Introduction;269
14.1.2; Books;269
14.1.3; Assignments;270
14.1.4; Schedule and Weight;270
14.1.5; Social Studies Standards and Regents Websites:;270
14.2;Course Schedule;270
14.2.1;August 29: Introduction;270
14.2.2;September 5: Backwards Planning: Design;271
14.2.3;September 12: Backwards Planning: Content, Skills and Assessment;271
14.2.4;September 19: Backwards Planning: Lesson Planning;271
14.2.5;September 26: No Class;271
14.2.6;October 10: (No class Monday Schedule);272
14.2.7;October 24: Culturally Responsive Teaching;272
14.2.8;October 31: Culturally Responsive Classroom Management;272
14.2.9;November 7: Museums/Historic Sites as Teaching Tools;272
14.2.10;November 14: Simulations;273
14.2.11;November 21 and November 28: Unit Plan Collaboration;273
15;Index;274