Elementary Classroom Management: A Student-Centered Approach to Leading and Learning is designed to help preservice teachers think and reflect on why things happen in classrooms, help them understand the latest information about teaching and learning, help them begin to utilize pedagogical structures that facilitate success and thus management, and finally, help them design classrooms that work for students who may need something extra. There are four main goals that create the framework of this book. These goals include: thinking and reflecting about the big issues of classroom managementthinking, reflecting, and designing pedagogical structures that, when used, address the issues of classroom management in very practical and innovative waysthinking and reflecting about individual children, including those who have special needsthinking, reflecting, and designing the physical classroom with the prior three goals in mindAncillariesStudents' Resources on CD-Rom, including video Clips and discussion questions, come bound with the book. Instructors' Resources on CD-Rom include teaching tips, sample syllabi, tips for loading materials onto Blackboard/WebCT, PowerPoint slides, a test bank, video clips with discussion questions, web resources, a suggested reading list and discussion questions to accompany Master Teacher Letters. Qualified adopters can contact Customer Care at 1-800-818-SAGE (7243) from 6am - 5pm PT to request a copy.A Student Study Site at www.sagepub.com/kwilliamsstudy provides quizzes, flashcards, web resources, a suggested reading list, Learning from Journal Articles, and much more.

Teaching science is as much about learning what it means to do science as it is about the pedagogy of teaching. Launching Learners in Science provides both theoretical and practical ideas surrounding the teaching and learning of science. Providing opportunities for teachers to observe, share, experiment, organize, and hypothesize about science content, this resource also focuses on the students and the kind of science instruction they receive. Kerry C. Williams and George E. Veomett describe the principles of and requirements for the active learning of science and identify key ingredients for students and their development as young scientists. Educators will find examples, questions, and stories inviting them to construct meaning from the text. Based largely on the High/Scope preschool project as adapted for primary students, the book connects to research on cognitive and neural development and motivational theory from the work of Piaget and Vygotsky, and from the teaching experiences of the authors. Based on the perspective that the teaching of science is about three things: knowing content, knowing children, and teachers knowing themselves as teachers and learners, this handbook invites educators to think about what it means to teach science in a way that will make a lasting difference in children's lives.

Teaching science is as much about learning what it means to do science as it is about the pedagogy of teaching. Launching Learners in Science provides both theoretical and practical ideas surrounding the teaching and learning of science. Providing opportunities for teachers to observe, share, experiment, organize, and hypothesize about science content, this resource also focuses on the students and the kind of science instruction they receive. Kerry C. Williams and George E. Veomett describe the principles of and requirements for the active learning of science and identify key ingredients for students and their development as young scientists. Educators will find examples, questions, and stories inviting them to construct meaning from the text. Based largely on the High/Scope preschool project as adapted for primary students, the book connects to research on cognitive and neural development and motivational theory from the work of Piaget and Vygotsky, and from the teaching experiences of the authors. Based on the perspective that the teaching of science is about three things: knowing content, knowing children, and teachers knowing themselves as teachers and learners, this handbook invites educators to think about what it means to teach science in a way that will make a lasting difference in children's lives.