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Evidence-Based Strategies for Effective Classroom Management
David M. Hulac and Amy M. Briesch
Guilford Press / Softcover / Aug 2017
9781462531752 (ISBN-10: 146253175X)
reg price: $52.95 our price: $ 50.30 (may be subject to change)
246 pages
Not in Stock, usually ships in 7-10 business days

Classroom management is critical to successful teaching, but many K-12 teachers struggle with it. This indispensable guide distills the best classroom management science into easy-to-implement strategies teachers can use to promote a productive and safe learning environment. Chapters provide evidence-based guidelines for implementing classwide prevention strategies, token economies, group contingencies, and self-management interventions. Procedures for evaluating intervention effectiveness and individualizing interventions are described. Reproducible tools include 9 forms and 21 quick-reference "Coach Cards" that distill the key steps of each strategy. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.

“Classroom management skills are what make or break an educator, making this book a teacher's best friend. The book provides a wealth of tried-and-true strategies to ensure that classroom-based professionals will be effective and successful. A practical, highly accessible, and thoroughly enjoyable read, this is an essential text for undergraduate- and graduate-level classroom management classes, as well as a great supplemental text for behavior management classes.”

—Michael L. Sulkowski, PhD, School Psychology Program, University of Arizona

“Do you want immediately usable strategies that have a high likelihood of maximizing the impact of academic instruction, preventing minor and serious problem behavior, and establishing an effective classroom climate? Then I encourage you to read this book. Hulac and Briesch's teacher-friendly approach to classroom management is theoretically sound, evidence based, and, most important, easily adaptable for both new and veteran teachers.”

—George Sugai, PhD, Professor and Carole J. Neag Endowed Chair, Neag School of Education, University of Connecticut

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