WorldCat Identities

Evertson, Carolyn M. 1935-

Overview
Works: 113 works in 284 publications in 2 languages and 6,993 library holdings
Genres: Handbooks and manuals  Case studies  Instructional films 
Roles: Author, Editor, Other
Classifications: LB3013, 371.1024
Publication Timeline
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Most widely held works by Carolyn M Evertson
Classroom management for elementary teachers by Carolyn M Evertson( Book )

48 editions published between 1983 and 2015 in English and held by 2,605 WorldCat member libraries worldwide

Classroom Management for Elementary Teachers, Seventh Edition, gives teachers the information and skills they need to establish management systems in today's rich, multicultural classroom, based on the authors' 30 years of research and experience in more than 500 classrooms. This best-selling text helps teachers plan, implement and develop the most basic classroom management tasks to develop a smoothly running classroom that encourages learning. Written for the prospective or new elementary-level teacher, the text's content is ready to be applied in a classroom setting. The authors address the planning decisions teachers must make, including arranging the physical space, creating a positive climate, establishing expectations, rules and procedures, planning and conducting instruction, encouraging appropriate behavior, addressing problem behavior, and using good communication skills, with particular attention paid to the growth of diverse and inclusive classrooms. All examples, checklists, case studies, and group activities are designed for the elementary level. ... Publisher description
Student characteristics and teaching by Jere E Brophy( Book )

7 editions published between 1980 and 1981 in English and held by 725 WorldCat member libraries worldwide

Classroom management for secondary teachers by Edmund T Emmer( Book )

7 editions published between 1999 and 2003 in English and held by 676 WorldCat member libraries worldwide

Classroom management for middle and high school teachers by Edmund T Emmer( Book )

17 editions published between 2006 and 2017 in English and held by 637 WorldCat member libraries worldwide

This best-selling text helps teachers plan, implement and develop the most basic classroom management tasks to develop a smoothly running classroom that encourages learning. Written for the prospective or new middle and high school-level teacher, the text's content is ready to be applied in a classroom setting. The authors address the planning decisions teachers must make, including arranging the physical space, creating a positive climate, establishing expectations, rules and procedures, planning and conducting instruction, encouraging appropriate behavior, addressing problem behavior, and using good communication skills, with particular attention paid to the growth of diverse and inclusive classrooms. All examples, checklists, case studies, and group activities are designed for the elementary level. ... Publisher description
Handbook of classroom management : research, practice, and contemporary issues by Edmund T Emmer( Book )

18 editions published between 2006 and 2013 in English and German and held by 509 WorldCat member libraries worldwide

"The Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management."--Pub
Learning from teaching : a developmental perspective by Jere E Brophy( Book )

5 editions published in 1976 in English and held by 495 WorldCat member libraries worldwide

Looking into learning-centered classrooms : implications for classroom management by Carolyn M Evertson( Book )

2 editions published in 2006 in English and held by 140 WorldCat member libraries worldwide

Describes classroom management in "learning centered" classrooms, where practices are consistent with recent research knowledge about learning and its contexts. Its purpose is to support fundamental, long-term change by offering a vision of best practices for educators to consider, discuss, and adapt to their circumstances
Effective classroom management and instruction : an exploration of models : final report( Book )

7 editions published between 1985 and 1988 in English and held by 133 WorldCat member libraries worldwide

This final report presents a set of linked investigations of the effects of training teachers in effective classroom management practices in a series of school-based workshops. A previous study led to the development of descriptive models of effective management and instruction. These "models-in-use" provided interpretations of how what teachers do functions within the classroom context, and what occurs as a result in terms of instructional progression and the construction of social and academic structures. Sixteen teachers participated in the validation study and were randomly assigned to either experimental or control groups. Data were generated through a variety of classroom observation measures. A detailed description is provided of the series of planned comparisons organized in five separate, but tied, investigations. These investigations (1) substantiated and identified the effects of training workshops on teachers' classroom management practices; (2) examined relationships between classroom management and student achievement variables; (3) produced descriptive "models-in-use" of classroom management; (4) generated comparative data on differences between effective and less-effective teachers; and (5) made comparisons between the classroom management training model and the models-in-use demonstrated by both trained and untrained teachers. Appendices contain the instructor manual and the manual for the classroom mangement observation and conference model. (Jd)
Organizing and managing the elementary school classroom( Book )

5 editions published between 1981 and 1984 in English and held by 133 WorldCat member libraries worldwide

This manual was built around eleven "prescriptions" for the successful management of the elementary school classroom. Each section is prefaced by an advisory statement: (1) "readying the classroom"--classroom space and materials should be ready for the beginning of the school year; (2) "planning rules and procedures"--behaviors should be defined as acceptable or unacceptable, and a list of classroom rules and procedures should be developed; (3) "consequences"--consequences of appropriate and inappropriate behavior should be communicated to students; (4) "teaching rules and procedures"--lesson plans should include rules or procedures, when and how objectives will be taught, and when re-learning or practice will occur; (5) "beginning of school activities"--activities for the first few days of school should involve all students and maintain a group focus; (6) "strategies for potential problems"--strategies should be planned to deal with potential problems which could upset the classroom organization and management; (7) "monitoring"--student behavior should be monitored closely; (8) "stopping inappropriate behavior"--inappropriate and disruptive behavior should be stopped quickly; (9) "organizing instruction"--instruction should be organized to provide learning activities at suitable levels for all students; (10) "student accountability"--procedures that keep children responsible for their work should be developed; and (11) "instructional clarity"--the presentation of information and the giving of directions should be clear. In each section, a discussion is given of the rationale for the prescription, followed by guidelines for achieving the stated objective, class activities, and a narrative case study. (Jd)
A conceptual framework for the mission of the NIE Research and Development Center for Teacher Quality and Effectiveness : final report by Willis D Hawley( Book )

3 editions published in 1985 in English and held by 76 WorldCat member libraries worldwide

This report presents a conceptual framework for the mission of the National Institute of Education (nie) Research and Development Center for Teacher Quality and Effectiveness. Several important issues that should be the focus of the Center are identified, and the theoretical foundations to guide the research and development activities to study these issues are discussed. Also outlined is the role that the Center should have in assuming national leadership in the study of teacher quality and effectiveness, and the importance of developing new knowledge and perspectives that can inform the development and implementation of policy and can be taken and used by practitioners to improve their life, work, and productivity as teachers. The developers of this conceptual framework examined a broad range of popular, professional, and scholarly publications; consulted widely with policymakers and pracitioners; and undertook a survey of representatives of various education interest groups. The central issues that the Center should be engaged in are listed and discussed, including: (1) to attract and retain teachers; (2) to continuously enhance the competence of teachers who are recruited and who are currently in the profession in ways that increase their effectiveness; (3) to establish conditions in the workplace that facilitate the effective use of that competence; and (4) to motivate teachers to do their best and improve their practice. (Cb)
The construction of lessons in effective and less effective classrooms by Regina Weade( Book )

4 editions published between 1988 and 1990 in English and held by 74 WorldCat member libraries worldwide

This study examined relationships among teachers' management effectiveness ratings, student achievement, social and academic participation structures, patterns of instructional sequencing, and teachers' contributions to thematic development in classroom lessons. Representative case samples were selected to explore effective and less effective management and instructional practices in four junior high school English classrooms. The cases were selected on the basis of identified differences among teachers on measures of observed management effectiveness and student achievement. Patterned differences across classrooms were identified in: (1) the demands placed on students to interpret subtle changes in their rights and obligations for participating; and (2) the development of a conceptual framework to guide academic participation and meaning construction processes. Rank order comparisons suggested that effective management is necessary, but not sufficient, to bring about student achievement gains. Implications are provided as a set of questions to guide instructional planning and reflection. (Author/JD)
Texas junior high school study : teacher self-reports and student outcomes by Carolyn M Evertson( Book )

in English and held by 68 WorldCat member libraries worldwide

Principles of small-group instruction in elementary reading by Linda M Anderson( Book )

5 editions published in 1982 in English and held by 65 WorldCat member libraries worldwide

Improving teacher quality and effectiveness : issues for the '80s : planning grant for the development of an institutional grant proposal to establish an NIE research and development center for teacher quality and effectiveness by Willis D Hawley( Book )

3 editions published in 1985 in English and held by 65 WorldCat member libraries worldwide

This paper presents an overview of several of the problems and conditions of the teaching profession and discusses different issues related to the development and implementation of policies, programs, and practices designed to address them. The opening section examines the conditions of teaching--employment opportunities, teacher evaluation, professional development, professional status, and salary structures. In the following sections of the paper, discussions are offered on issues related to teacher entry and retention, the enhancement of competence and the facilitation of its use, and incentives and motivation. An overview is provided of several organizing concepts through which these issues might be explored, and issues related to the meaning of "teacher quality and effectiveness" are discussed. (Jd)
Classroom management( Visual )

1 edition published in 1988 in English and held by 61 WorldCat member libraries worldwide

Explains how to organize and prepare for classroom management : planning, implementing, and maintaining a system in the classroom. Based on the work of Dr. Carolyn Evertson
Time use and activities in junior high classes by Julie P Sanford( Book )

4 editions published in 1982 in English and held by 59 WorldCat member libraries worldwide

Time use in different activities in junior high school is described, and relationships between class time use and student achievement, behavior and attitude are examined. A total of 102 English and mathematics classes were observed for about 9 hours each. Data included descriptive narratives, time logs, student engagement ratings and observer ratings of student and teacher behavior. Results showed that there is much variation in the way individual junior high school teachers use class time, within a limited number of activity structures. Significant relationships were found between time use and class achievement and attitude in mathematics classes, but not in English classes. (Author/BW)
Orchestrating small group instruction in elementary school classrooms by Barbara S Clements( Book )

3 editions published in 1982 in English and held by 53 WorldCat member libraries worldwide

Focal points : qualitative inquiries into teaching and teacher education by Washington, DC ERIC Clearinghouse on Teacher Education( Book )

2 editions published in 1992 in English and held by 37 WorldCat member libraries worldwide

The focus of this monograph is on the distinctions between questions addressed in research on teaching and issues of concern in teacher education and on the interplay of curricular, contextual, and pedagogical issues in both public schools and university settings. The publication is organized into seven chapters: (1) "Action Research and the Work of Teachers" (Susan E. Noffke); (2) "Developing Reflective Practice in Initial Teacher Education Courses: The Place of Reading and Writing" (Peter Lucas and Jean Rudduck); (3) "Personal Perspectives and Learning To Teach Writing" (Mary Louise Gomez and Trish L. Stoddard); (4) "Mathematics in Elementary School Tasks" (Ralph T. Putnam); (5) "Learning in Classroom Settings: Making or Breaking a Culture" (Elaine C. Collins and Judith L. Green); (6) "Teacher Culture from the Inside: A Case Study of Change from the Perspective of Active Participant Observer" (Joyce Henstrand-May); and (7) "Moving Pictures, Multiple Frames" (Renee T. Clift and Carolyn M. Evertson). (References are appended to chapters.) (LL)
Lernen durch Unterricht by Jere E Brophy( Book )

2 editions published in 1980 in German and held by 33 WorldCat member libraries worldwide

Report of the methodology, rationale and instrumentation of the junior high classroom organization study by Carolyn M Evertson( Book )

2 editions published in 1980 in English and held by 22 WorldCat member libraries worldwide

 
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Handbook of classroom management : research, practice, and contemporary issues
Alternative Names
Evertson, C.

Evertson, Carolyn M.

에버슨, 캐롤린

에버슨, 캐롤린 M

Languages
English (146)

German (3)

Covers
Classroom management for secondary teachersClassroom management for middle and high school teachersHandbook of classroom management : research, practice, and contemporary issuesFocal points : qualitative inquiries into teaching and teacher education