This edited volume, developed to address the need of educators looking for alternatives to the current paradigm of behaviorism, includes chapters by many of today's leaders in the classroom management, research and development fields. Coverage is designed to examine the philosophical underpinnings of behaviorism, and show why the change is needed. The authors provide a rationale for alternatives to behaviorism as a classroom management philosophy, and include models of best practices based on research findings as well as practice.

From the Back Cover

This book was developed as a result of the Classroom Management Special Interest Group at the American Educational Research Association because it was apparent that many educators were looking for alternatives to the current paradigm of behaviorism that is currently so prevalent in the American classroom. This edited volume includes chapters by many of the leaders in the classroom management field and is designed to examine the philosophical underpinnings of behaviorism and show why the change is needed.

Section 1 is an overview of the theory and history behind classroom management; Section 2 illustrates specific classroom management programs and describes the ways in which changes can be made to move beyond behaviorism; Section 3 looks at the best practices for students and teachers and at how individually and collectively we can create a sustainable model of classroom discipline.

For anyone interested in classroom management and educational psychology.

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