Behavior Analysis for Effective Teaching
Routledge (Verlag)
978-0-415-99007-3 (ISBN)
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Modern teachers increasingly encounter students who enter their classroom with low motivation, learning problems, or disruptive behavior. The mission of this book is to provide teachers and other human service professionals specific tools they can use to teach more effectively without using the punitive methods that are too often part of educational practices. At the same time, the book explains the behavioral science on which behavioral practices are based.
This text is intended for undergraduate and graduate students in teacher education, special education, physical education, and educational psychology as well as for practicing teachers who would like to know what behavior analysis has to offer. The book is also appropriate for students in school psychology, school counseling, school social work and other human service areas. A course using this book as its basic text would qualify as one of the five courses required to sit for the credentialling exams given by the Behavior Analysis Certification Board.
Outstanding features include:
Classroom Focus – The book seamlessly integrates behaviour management with effective instruction within a classroom context. It focuses on practical steps that teachers can take in any classroom setting to improve performance and reduce disruptions. It explains topics that teachers frequently encounter such as functional analysis, functional assessment, and behavior support plans. It addresses from a behavior analysis framework recent advances in Tag teaching, Precision Teaching, and verbal behavior. Exercises at the end of each chapter provide quick checks on basic concepts and problem-solving exercises, with answers where appropriate
Presentation – The author is an exceptionally clear writer who uses a wealth of real (not imaginary) classroom examples.
Pedagogy – The pedagogy follows behavior-analytic principles including clear behavioral objectives and coordinated end-of-chapter exercises. The book contains an end-of-book glossary and bibliography.
Website – A coordinated website provides additional web-based quizzes, illustrative video clips, and guidelines for research projects that can be done as part of course requirements.
Julie S. Vargas, Ph. D. is a former third and fourth grade teacher. She taught behavior analysis to undergraduate education majors and practicing teachers for over 30 years. She is past president of the Association for Behavior Analysis International and one of the founding editors of The Behavior Analyst. Dr. Vargas has written three books and many chapters and articles on educational practices. She is currently President of the B. F. Skinner Foundation.
Part I Science and the Art of Teaching
1. Adding Science to the Art of Teaching
2. Finding the "Causes" of Behavior in Functional Relations
3. How We Learn
Part II Planning for Improvement
4. Setting Goals to Improve Achievement
5. Improving Sensitivity to Progress: Recording Methods
6. Making Progress Visible: Charting Methods
7. The Teacher as Researcher
Part III The Design of Instruction
8. Shaping Behavior: The Role of Postcedents
9. Teaching Concepts and Understanding: The Role of Antecedents
10. Verbal Behavior
11. Punishment and Why to Avoid it
12. Beyond Testing: Reaching the Ultimate Goals of Education
| Erscheint lt. Verlag | 15.4.2009 |
|---|---|
| Zusatzinfo | 32 Tables, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 178 x 254 mm |
| Gewicht | 862 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 0-415-99007-6 / 0415990076 |
| ISBN-13 | 978-0-415-99007-3 / 9780415990073 |
| Zustand | Neuware |
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