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Title: An Educational Psychology of Classroom Management

An Educational Psychology of Classroom Management

Best Professional Practices in the Multicultural Classroom

by Christopher Thao Vang (Author)
©2013 Textbook XXII, 277 Pages
Education
Series: Educational Psychology, Volume 17

Summary

This book presents comprehensive approaches to teacher preparation and discusses the nature of classroom management in a way that equips prospective educators with a broad array of practical tools to prepare them for unexpected challenges in instruction, management, discipline, assessment, transition, and daily routine and structure. The information will lead prospective educators and new teachers to explore their own philosophies of classroom management, discipline, and teaching in general as they learn to implement best professional practices that will help them develop professionally and ethically to become the next generation of great teachers.

Details

Pages
XXII, 277
Publication Year
2013
ISBN (Hardcover)
9781433115721
ISBN (Softcover)
9781433115714
Language
English
Keywords
teacher preparation instruction assessment transition discipline
Published
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2013. 277 pp., num. ill.
Product Safety
Peter Lang Group AG

Biographical notes

Christopher Thao Vang (Author)

Christopher Thao Vang is a professor of teacher education in the MSCP at California State University, Stanislaus. He teaches classroom management and professional practices, health and science methodology, methods in multilingual education, and foundation of education in diversity society. He is the author of An Educational Psychology of Science Methods in the K–6 Classroom: Hands-on/Mind-Focused Strategies for all Learners (Peter Lang, 2013) and An Educational Psychology of Methods in Multilingual Education (Peter Lang, 2010). Dr. Vang has written numerous professional articles on various topics related teaching science, multicultural education issues, and minority students.

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Title: An Educational Psychology of Classroom Management