Discipline+Models

=Discipline Models=

=Below are listed some websites and other scholarly sources that will be helpful to you when researching and learning about specific discipline models:=
 * ==**THEORIST**== || ==**MODEL**== ||
 * B. F. Skinner || [|Behavior Modification], [|Behavior Modification #2] ||
 * Fritz Redl/William Wattenberg || Group Life and Classroom Discipline ||
 * William Glasser || Choice Theory and Quality Schools ||
 * Thomas Gordon || Teacher Effectiveness Training ||
 * Lee Canter/Marlene Canter || Assertive Discipline ||
 * Rudolph Dreikurs || Democratic Teaching and Management ||
 * Haim Ginot || [|Congruent Communication] ||
 * Jacob Kounin || Instructional Management ||
 * Richard Curwin/Allen Mendler || [|Discipline with Dignity] ||
 * Frederic Jones || [|Positive Classroom Management] ||
 * Barbara Coloroso || [|Inner Discipline] ||
 * Jerome Freiberg || Consistency Management & Cooperative Discipline ||
 * Forrest Gathercoal || Judicious Discipline ||
 * Linda Albert || Cooperative Discipline ||
 * Carolyn Evertson/Alene Harris || Managing Learner-Centered Classrooms ||
 * Roger Johnson/David Johnson || The Three C's of School and Classroom Discipline ||
 * Jane Nelson/Lynn Lott/Stephen Glenn || [|Positive Discipline] ||
 * Alfie Kohn || [|Beyond Discipline] ||

SKINNER: BEHAVIOR MODIFICATION

REDL & WATTENBERG: GROUP LIFE AND CLASSROOM DISCIPLINE

GLASSER: CHOICE THEORY AND QUALITY SCHOOLS · Journal: Levels of Involvement: The Power of //Choice // in a Middle School Level System · Havill, L.K. (2004) Levels of involvement: the power of c//hoice // in a middle school level system [Electronic version]. //Reclaiming Children and Youth: The Journal of Strength-based Interventions 13//(3) 155. · [] · Journal: Put Back the Fun in Classroom: Erwin, J. (2005) Put back the fun in classroom [Electronic version]. //Education Digest 70//(5), 14-19. · [] · Choice Theory: [] · Choice Theory (Wikipedia): [] · Choice Theory Psychology: [] · Book: Getting **choice ** right: ensuring equity and efficiency in education policy: Betts, J.R. and Loveless, T. (ed.) (2005) //Getting **choice ** right: ensuring equity and efficiency in education policy//. Washington, D.C.: Brookings Institution. · Journal: Explaining Academic Progress via Combining Concepts of Integration //Theory // and Rational //<span style="font-family: 'Arial','sans-serif';">Choice // <span style="font-family: 'Arial','sans-serif';">Theory.

· <span style="font-family: 'Arial','sans-serif';">Beekhoven, S., De Jong, U., and Van Hout, H. (2002) Explaining academic progress via combining concepts of integration t//<span style="font-family: 'Arial','sans-serif';">heory // and rational //<span style="font-family: 'Arial','sans-serif';">choice // <span style="font-family: 'Arial','sans-serif';">theory [Electronic version]. //Research in Higher Education 43//(5), 577-600. · []

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">GORDON: TEACHER EFFECTIVENESS TRAINING

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">CANTER & CANTER: ASSERTIVE DISCIPLINE <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -0.25in;"> · [] · <span style="font-family: 'Arial','sans-serif';">Assertive Discipline: [] · <span style="font-family: 'Arial','sans-serif';">Assertive Discipline: [] · <span style="font-family: 'Arial','sans-serif';">Book: Solving **<span style="font-family: 'Arial','sans-serif';">discipline ** and classroom management problems: methods and models for today’s teachers. · <span style="font-family: 'Arial','sans-serif';">Wolfgang, C.H. (2005) //Solving **<span style="font-family: 'Arial','sans-serif';">discipline ** and classroom management problems: methods and models for today’s teachers//. NY: John Wiley & Sons.  · <span style="font-family: 'Arial','sans-serif';">Render, G.F. (1989) Assertive discipline: a critical review and analysis [Electronic version]. //Teachers College Records 90//(4), 607-630.

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">DREIKURS: DEMOCRATIC TEACHING AND MANAGEMENT SOCIAL DISCIPLINE · [] · <span style="font-family: 'Arial','sans-serif';">Example Abstract for Dreikers: []

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">GINOTT: CONGRUENT COMMUNICATION **<span style="font-family: 'Arial','sans-serif';">: **[] · <span style="font-family: 'Arial','sans-serif';">Chapter 8. The Ginott Model: Hiam Ginott (Notes by: Greg Micheletti): [] · <span style="font-family: 'Arial','sans-serif';">Labeling is Disabling: Achieving Congruent Communication: [] · <span style="font-family: 'Arial','sans-serif';">Journal: Urban Teachers' Professed Classroom Management Strategies: Reflections of Culturally Responsive Teaching · <span style="font-family: 'Arial','sans-serif';">Brown, D.F. (2004) Urban teachers' professed classroom management strategies: reflections of culturally responsive teaching [Electronic version]. //Urban Education 39//(3), 266-289. · <span style="font-family: 'Arial','sans-serif';">Journal: The Significance of //<span style="font-family: 'Arial','sans-serif';">Congruent // <span style="font-family: 'Arial','sans-serif';">Communication in Effective Classroom Management · <span style="font-family: 'Arial','sans-serif';">Brown, D.F. (2005) The significance of //c// <span style="font-family: 'Arial','sans-serif';">ongruent //c//<span style="font-family: 'Arial','sans-serif';">ommunication in effective classroom management [Electronic version]. //Clearing House: A Journal of Educational Strategies, Issues and Ideas 79//(1), 12 · <span style="font-family: 'Arial','sans-serif';">Journal: //<span style="font-family: 'Arial','sans-serif';">Revisiting // <span style="font-family: 'Arial','sans-serif';">Ginott's Congruent Communication after <span style="font-family: 'Arial','sans-serif';">Thirty Years //.// · <span style="font-family: 'Arial','sans-serif';">Manning, M.L. and Bucher, K.T. (2001)//<span style="font-family: 'Arial','sans-serif';"> Revisiting // <span style="font-family: 'Arial','sans-serif';">Ginott's congruent communication after //T//<span style="font-family: 'Arial','sans-serif';">hirty years [Electronic version]. //Clearing House 74//(4), 215-18.

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">KOUNIN: INSTRUCTIONAL MANAGEMENT <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l5 level1 lfo5; text-indent: -0.25in;"> · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Jacob S. Kounin—powerPoint about Kounin’s classroom management techniques: []

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">CURWIN & MENDLER: DISCIPLINE WITH DIGNITY · []

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">JONES: POSITIVE CLASSROOM MANAGEMENT

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">COLOROSO: INNER DISCIPLINE · []

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">FREIBERG: CONSISTENCY MANAGEMENT AND COOPERATIVE DISCIPLINE

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">GATHERCOAL: JUDICIOUS DISCIPLINE <span style="display: block; margin-left: 0.5in; mso-list: l2 level1 lfo1; tab-stops: 22.5pt; text-indent: -0.25in;"> · []

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">ALBERT: COOPERATIVE DISCIPLINE

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">EVERTSON & HARRIS: MANAGING LEARNER-CENTERED CLASSROOMS

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">JOHNSON & JOHNSON: THE THREE Cs OF SCHOOL AND CLASSROOM DISCIPLINE

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">NELSON, LOTT, & GLENN: POSITIVE DISCIPLINE · []

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">KOHN: BEYOND DISCIPLINE

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">PREVENTIVE DISCIPLINE

<span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; text-indent: -0.25in;"> · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">A Primer on **Classroom** Discipline: Principles Old and New:  [] <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -0.25in;"> · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">McDaniel, T.R. (1986). A primer on classroom discipline: principles old and new [Electronic version]. Phi Delta Kappan, 63-67. <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -0.25in;"> · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">CLASSROOM MANAGEMENT PLAN: [] <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -0.25in;"> · **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Preventive Discipline **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> Techniques: [] <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -0.25in;"> · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Preventive Discipline: Promoting education: [|http://www.preventivediscipline.com] <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -0.25in;"> · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Some general principles of preventive discipline: [] <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; text-indent: -0.25in;"> · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Journal: <span style="color: #292526; font-family: 'Arial','sans-serif'; font-size: 12pt;">Identification of discipline violations and its role in planning corrective and preventive discipline in school. L <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">ocated in EBSCOhost. <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; text-indent: -0.25in;"> · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Psunder, M. (2005). <span style="color: #292526; font-family: 'Arial','sans-serif'; font-size: 12pt;">Identification of discipline violations and its role in planning corrective and preventive discipline in school [Electronic version]. //Educational Studies, 31//(3), 335-345. · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Hardin, C.J. (2004). //Effective **<span style="font-family: 'Arial','sans-serif';">classroom ** <span style="font-family: 'Arial','sans-serif';">management **:** <span style="font-family: 'Arial','sans-serif';">models and strategies for today’s classrooms.// Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall.

<span style="color: maroon; display: block; font-family: 'arial','sans-serif'; font-size: 14pt;">LOGICAL CONSEQUENCES

· <span style="font-family: 'Arial','sans-serif';">Logical Consequences for Teaching Self-Control to Mischievous Children: [] · Discipline is Better Than Punishment So what's the difference?: [] · <span style="font-family: 'Arial','sans-serif';">Special Connections: [] · <span style="font-family: 'Arial','sans-serif';">Punishment vs. Logical Consequences: [] · <span style="font-family: 'Arial','sans-serif';">Natural and Logical Consequences: []