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Books on the topic 'School discipline plan'

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Published: 10 December 2022
Last updated: 19 February 2023

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1

7 steps for developing a proactive schoolwide discipline plan: A guide for principals and leadership teams. Thousand Oaks, Calif: Corwin Press, 2007.

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2

Lisa, Stanzione, ed. Setting limits in the classroom: A complete guide to effective classroom management with a school-wide discipline plan. 3rd ed. New York: Three Rivers Press, 2010.

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3

Lee, Manning M., ed. A guide and plan for conducting eight workshops on discipline and classroom management: The NEA training program. [Washington, D.C.]: National Education Association, 1985.

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4

R, Patton James, and Polloway Edward A, eds. Behavioral intervention planning: Completing a functional behavioral assessment and developing a behavioral intervention plan. Austin, Tex: Pro-Ed, 2000.

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5

R, Patton James, and Polloway Edward A, eds. Behavioral intervention planning: Completing a functional behavioral assessment and developing a behavioral intervention plan. Austin, Tex: PRO-ED, 1998.

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6

Kathleen, McConnell. Behavioral intervention planning: A comprehenisve guide for completing a functional behavioral assessment and developing a behavioral intervention plan. 3rd ed. Austin, Tex: Pro-Ed, 2006.

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7

J, Irby Beverly, ed. High expectations: An action plan for implementing Goals 2000. Thousand Oaks, Calif: Corwin Press, 1999.

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8

intellectuel, Mercier Mylène éditeur, and Goldberg Cassandra auteur, eds. 75 solutions aux problèmes de comportement: Pour faire face aux défis des classes d'aujourd'hui. Montréal, Québec, Canada: Chenelière éducation, 2014.

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9

Classroom management for all teachers: 11 effective plans. Upper Saddle River, N.J: Merrill, 1998.

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10

Taylor, Dyches Tina, and Prater Mary Anne, eds. Classroom bullying prevention, pre-K-4th grade: Children's books, lesson plans, and activities. Santa Barbara, California: Linworth, an imprint of ABC-CLIO, 2013.

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11

Cipani, Ennio. Classroom management for all teachers: 12 plans for evidence-based practice. 2nd ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2004.

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12

Terry, O'Reirdan, ed. Plans for better behaviour in the primary school: Management and intervention. London: Fulton Publishers, 2003.

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13

The teacher's encyclopedia of behavior management: 100+ problems/500+ plans. 2nd ed. Eugene, Oregon: Pacific Northwest Publishing, 1995.

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14

Sprick, Randall S. The teacher's encyclopedia of behavior management: 100 problems/500 plans. Longmont, CO: Sopris West, 1995.

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15

Jaeger, Paige. Think tank library: Brain-based learning plans for new standards, grades K-5. Santa Barbara, California: Libraries Unlimited, 2015.

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16

Chubina, Elena. Experts and expert reviews on the pages of literary works. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1816459.

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The textbook presents a system of case tasks, the purpose of which is to form a circle of necessary knowledge among students about the nature of expert activity, about the history of the use of special knowledge in legal proceedings, about the variety of existing types of forensic examinations, about the possibilities of using the results of forensic expert activity in law enforcement practice. The tasks are compiled in accordance with the requirements of the Federal State Educational Standard for Higher Education (3++) in the specialty 40.05.03 "Forensic Examination". The presented cases can be used in practical classes in the disciplines "Theory of forensic examination" and "Participation of a specialist in procedural actions". The textbook will also be useful as part of the course "Expertise in judicial proceedings", which is included in the training plan 40.03.01 "Jurisprudence" (bachelor's level), specialty 40.05.01 "Legal support of national security" (specialty level), specialty 40.05.04 "Judicial and prosecutorial activities" (specialty level). For students, postgraduates and teachers of law schools.
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17

Teaching STEM and common core with mentor texts: Collaborative lesson plans, K-5. Santa Barbara, California: Libraries Unlimited, an imprint of ABC-CLIO, LLC, 2014.

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18

Yeah, but...a salamander is not a fish! Schoolwide Discipline Plan Without the Loopholes. Love & Logic Press, 2005.

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19

Kame'enui, Edward J., George Sugai, Geoffrey T. Colvin, and Teri Lewis-Palmer. Proactive School-Wide Discipline: A Comprehensive Plan for Practitioners. Corwin Press, 2003.

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20

Kame'enui, Edward J., George Sugai, Geoffrey T. Colvin, and Teri Lewis-Palmer. Proactive School-Wide Discipline: A Comprehensive Plan for Practitioners. Corwin Press, 2003.

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21

Seven Steps for Developing a Proactive Schoolwide Discipline Plan: A Guide for Principals and Leadership Teams. Corwin, 2017.

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22

Boston (Mass.). School Committee. High school restructuring and improvement plan for the Boston public schools. 1991.

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23

Fad, Kathleen McConnell, Edward A. Polloway, James R. Patton, and Kathleen McConnell. Behavioral Intervention Planning: Completing a Functional Behavioral Assessment and Developing a Behavioral Intervention Plan : Revised. Pro-Ed, 1999.

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24

Fad, Kathleen S., Edward A. Polloway, and James R. Patton. Behavioral Intervention Planning: Completing a Functional Behavioral Assessment and Developing a Behavioral Intervention Plan : With Behavioral Intervention Planning Form. Pro-Ed, 1998.

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25

Lunenburg, Frederick C., and Beverly J. Irby. High Expectations: An Action Plan for Implementing Goals 2000. Corwin Press, 1998.

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26

Lunenburg, Frederick C., and Beverly J. Irby. High Expectations: An Action Plan for Implementing Goals 2000. Corwin Press, 1998.

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27

School Safety Check Book: School Climate and Discipline, School Attendance, Personal Safety, School Security, Model Programs. Natl School Safety Center, 1988.

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28

Roffey, Sue, and Terry O'Reirdan. Plans for Better Behaviour in the Primary School. Fulton Publishers, David, 2013.

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29

Roffey, Sue, and Terry O'Reirdan. Plans for Better Behaviour in the Primary School. Fulton Publishers, David, 2013.

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30

Roffey, Sue, and Terry O'Reirdan. Plans for Better Behaviour in the Primary School. Fulton Publishers, David, 2013.

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31

Roffey, Sue, and Terry O'Reirdan. Plans for Better Behaviour in the Primary School. Fulton Publishers, David, 2013.

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32

Cipani, Ennio. Classroom Management for All Teachers: 11 Effective Plans. Prentice Hall, 1997.

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33

Cipani, Ennio. Classroom Management for All Teachers: 11 Effective Plans. Prentice Hall, 1997.

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34

Cipani, Ennio. Classroom Management for All Teachers: Plans for Evidence-Based Practice (3rd Edition). 3rd ed. Prentice Hall, 2007.

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35

Classroom Management for All Teachers: Plans for Evidence-Based Practice (3rd Edition). Prentice Hall, 2007.

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36

Cipani, Ennio. Classroom Management for All Teachers: 12 Plans for Evidence-Based Practice, Second Edition. 2nd ed. Prentice Hall, 2003.

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37

Cipani, Ennio. Classroom Management for All Teachers: 12 Plans for Evidence-Based Practice, Second Edition. Prentice Hall, 2003.

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38

Schupp, Karen. Studying Dance. Human Kinetics, 2015. http://dx.doi.org/10.5040/9781718212817.

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Studying Dance: A Guide for Campus and Beyond is a comprehensive bridge for students transitioning into the first year of a college dance program. Through this text, students will understand dance in new and exciting ways, embrace it as an academic discipline, navigate and take charge of their dance education, and visualize potential careers after graduation. Studying Dance: A Guide for Campus and Beyond opens students’ eyes to all the artistic, cultural, and educational aspects of dance. By expanding their thinking, students will move to a deeper understanding of themselves as dancers and the world around them. The author demystifies the entire first-year experience while guiding students in the discovery of dance as a multifaceted discipline. Students will examine academic expectations, time management, the importance of staying focused, and balancing school and life. They will delve into the various areas of dance and a range of careers and paths available to them. They will learn the differences in types of college dance courses, the approaches used, and how to personalize their dance education through individualized instructional opportunities and peer collaboration. The text also will prompt students to visualize and plan their dance lives beyond campus so they can set clear goals for studying and succeeding as young professionals.
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39

Teacher's Encyclopedia of Behavior Management: 100 Problems/500 Plans. Pacific Northwest, 1995.

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40

The Teacher's Encyclopedia of Behavior Management: 100 Problems/500 Plans. Sopris West, 1995.

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41

Jaeger, Paige, and Mary Boyd Ratzer. Think Tank Library: Brain-Based Learning Plans for New Standards, Grades 6-12. ABC-CLIO, LLC, 2015.

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42

Ratzer, Mary, and Paige Jaeger. Think Tank Library: Brain-Based Learning Plans for New Standards, Grades 6-12. Libraries Unlimited, 2015.

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43

Russ, Sandra W., Jessica D. Hoffmann, and James C. Kaufman, eds. The Cambridge Handbook of Lifespan Development of Creativity. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108755726.

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This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.
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44

Skorzewska, Anna, and Allan D. Peterkin. Why Are the Health Humanities Relevant (and Vital) in Postgraduate Medical Education? Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190849900.003.0001.

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This introductory chapter provides a short history of medical humanities and continues on to give an overview of the limits of medical practice, evidence-based medicine (EBM), successes and failures, curricula, and the current state of medical humanities. The medical and health humanities have become a widespread discipline, with journals, institutes, and associations worldwide. Throughout undergraduate medical education, new courses, electives, programs, and research are proliferating. Yet there is very little officially documented about relevance and efficacy in postgraduate medical education. The chapters that follow provide both a rigorous argument for using the arts and humanities in postgraduate medical education and a practical “how-to” that will guide readers in developing arts and humanities initiatives in their own program or medical school. Each chapter provides ideas, hands-on lesson plans, and resources to pave the way forward.
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45

Matthews, Michael D. Head Strong. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190870478.001.0001.

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Since the publication of the first edition of Head Strong: How Psychology Is Revolutionizing War in 2014, developments in military psychology have been rapid and important—so much so that this revised edition is necessary to accurately capture the vital role that psychology continues to play in twenty-first-century military success. The ideas contained in the first edition influenced emerging doctrine in the Army’s Human Dimension and informed military leaders around the globe of ways that psychological science and practice may be leveraged to improve combat effectiveness. Many of the predictions made in the first edition have come true, and new and exciting products of military psychology now offer novel ways of impacting military outcomes. This revised edition of Head Strong updates the 13 chapters included in the first edition with breaking news in military psychology and adds new material to augment those chapters. Two entirely new chapters are included in this edition. The first focuses on human performance optimization. It captures rapid developments in psychology, cognitive neuroscience, and other disciplines that may help the military optimize soldier and unit performance. The second dives deeply into character and discusses how to measure it, how to develop it, and how character plays a vital role in the performance of individual soldiers and their units. Like the other topics in Head Strong, these two new chapters have significant applicability to nonmilitary organizations including schools, corporations, and sports teams.
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46

Manieson, Victor. Accelerated Keyboard Musicianship. Noyam Publishers, 2021. http://dx.doi.org/10.38159/npub.eb20211001.

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Approaches towards the formal learning of piano playing with respect to musicianship is one that demands the understanding of musical concepts and their applications. Consequently, it requires the boldness to immerse oneself in performance situations while trusting one’s instincts. One needs only to cultivate an amazing ear and a good understanding of music theory to break down progressions “quickly”. Like an alchemist, one would have to pick their creative impulses from their musical toolbox, simultaneously compelling their fingers to coordinate with the brain and the music present to generate “pleasant sounds”. My exploration leading to what will be considered Keyboard Musicianship did not begin in a formal setting. Rather it was the consolidation of my involvement in playing the organ at home, Sunday school, boarding school at Presec-Legon, and playing at weekly gospel band performances off-campus and other social settings that crystalized approaches that can be formally structured. In fact, I did not then consider this lifestyle of musical interpretation worthy of academic inclusivity until I graduated from the national academy of music and was taken on the staff as an instructor in September, 1986. Apparently, what I did that seemed effortless was a special area that was integral to holistic music development. The late Dr. Robert Manford, the then director of the Academy, assigned me to teach Rudiments and Theory of Music to first year students, Keyboard Musicianship to final year students, and to continue giving Piano Accompaniment to students – just as I have been voluntarily doing to help students. The challenge was simply this; there was no official textbook or guide to use in teaching keyboard musicianship then and I was to help guide especially non-piano majors for practical exams in musicianship. What an enterprise! The good news though was that exemplifying functionalism in keyboard, organ, piano, etc. has been my survival activity off campus particularly in church and social settings.Having reflected thoroughly and prayerfully, it dawned on me that piano literacy repertoires were crafted differently than my assignments in Musicianship. Piano literacy repertoires of western music were abundant on campus but applied musicianship demanded a different approach. Playing a sonata, sonatina, mazurka, and waltzes at different proficiency levels was different from punching chords in R&B, Ballard style, Reggae, Highlife or even Hymn playing. However, there are approaches that can link them and also interpretations that can categorize them in other applicable dimensions. A “Retrospective Introspection” demanded that I confront myself constructively with two questions: 1. WHAT MUSICAL ACTIVITIES have I already enjoyed myself in that WARRANT or deserve this challenging assignment? 2. WHAT MUSICAL NOURISHMENT do l believe enriched my artistry that was so observable and Measurable? The answers were shocking! They were: 1. My weekend sojourn from Winneba to Accra to play for churches, brass bands, gospel bands and teaching of Choirs – which often left me penniless. 2. Volunteering to render piano accompaniment to any Voice Major student on campus since my very first year. 3. Applying a principle, I learnt from my father – TRANSFER OF LEARNING – I exported the functionalism of my off-campus musical activities to compliment my formal/academic work. 4. The improvisational influences of Rev. Stevenson Alfred Williams (gospel jazz pianist), Bessa Simmons (band director & keyboardist) and at Ghana Broadcasting Corporation, Mr. Ray Ellis “Afro Piano Jazz Fusion Highlife” The trust and support from lecturers and students in the academy injected an overwhelming and high sense of responsibility in me which nevertheless, guided me to observe structures of other established course outlines and apply myself with respect to approaches that were deemed relevant. Thus, it is in this light that I selected specific concepts worth exploring to validate the functionalism of what my assignment required. Initially, hymn structures, chords I, IV, V and short highlife chordal progressions inverted here and there were considered. Basic reading of notes and intense audiation were injected even as I developed technical exercises to help with the dexterity of stiff fingers. I conclude this preface by stating that, this “Instructional guide/manual” is actually a developmental workbook. I have deliberately juxtaposed simple original piano pieces with musicianship approaches. The blend is to equip learners to develop music literacy and performance proficiencies. The process is expected to compel the learner to immerse/initiate themselves into basic keyboard musicianship. While it is a basic book, I expect it to be a solid foundation for those who commit to it. Many of my former and present students have been requesting for a sort of guide to aid their teaching or refresh their memories. Though not exhaustive, the selections presented here are a response to a long-awaited workbook. I have used most of them not only in Winneba, but also at the Callanwolde Fine Arts Center (Atlanta) and the Piano Lab (Accra). I found myself teaching the same course in the 2009 – 2013 academic year in the Music Department of the University of Education, Winneba when Prof C.W.K Merekeu was Head of Department. My observation is that we still have a lot of work to do in bridging academia and industry. This implies that musicianship must be considered as the bloodline of musicality not only in theory but in practice. I have added simplified versions of my old course outlines as a guide for anyone interested in learning. Finally, I contend that Keyboard Musicianship is a craft and will require of the learner a consistent discipline and respect for: 1. The art of listening 2. Skill acquisition/proficient dexterity 3. Ability to interpret via extemporization and delivery/showmanship. For learners who desire to challenge themselves in intermediate and advanced piano, I recommend my book, “African Pianism. (A contribution to Africology)”
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