Synopsis
The central theme of Principles of Classroom Management is the importance of the teacher-student relationship in fostering positive student behaviour and academic success. The authors focus on the critical nature of language and labelling, placing the onus on teachers to modify either their behaviour or the situation.
The other pillar of Principles of Classroom Management is its up-to-date Canadian content. It reflects Canadian values through its references to current Canadian research, discussion of changes in Canadian schools, and coverage of best practices across the country. The case studies have also been revisited to ensure they reflect real, current issues in Canadian schools.
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About the Author
James Levin is a faculty member in the Graduate School of Education at Pennsylvania State University where he has taught science and mathematics education and classroom management courses for twenty years. Prior to that, he taught as a secondary mathematics and science teacher in both urban and suburban schools in the Philadelphia, PA area. He is currently The Director of Advising and the Division of Undergraduate Studies Program Coordinator for the Eberly College of Science. His current research interests are directed towards students' persistence and success in science.
James F. Nolan is the Hermanowicz Professor of Education and the Co-Coordinator of the Elementary Professional Development School Partnership between Penn State University and the State College Area School District. His research interests include reflective supervision, professional development, and classroom management. He currently serves as Editor of The Pennsylvania Teacher Educator.
James W. Kerr is a retired Associate Professor from the Faculty of Education at Brock University.
Anne E. Elliott is a Professor in the Faculty of Education at Brock University and Chair of the Pre-service Program. She continues to teach a teaching methods course and supervises teacher candidates in their field placements. She also contributes to the on-going development of the Critical Literacy Centre at Brock. She earned her Bachelors and Masters degrees from Brock University, and her PhD from the University of Toronto.
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