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Classroom Management and Student Achievement

Freiberg, H.J. (2013). Classroom Management and Student Achievement.  In J. Hattie and E. Anderman, (Editors), International Guide to Student Achievement (pp. 228-230).  Routledge Publishers.

Classroom management: A pathway to improving school climate in two British secondary schools

Freiberg, H. J., Templeton, S., & Helton, S. (2013). Classroom management: A pathway to improving school climate in two British secondary schools. In M. Newberry, A. Gallant, & P. Riley, (Eds.), Emotion in school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning (pp. 203-225). Bingley, United Kingdom: Emerald.

Classroom Management—A Pathway to Student Achievement: A Study of Fourteen Inner-city Elementary Schools

Freiberg H.J., Huzinec C., & Templeton S. (2009), Classroom Management—A Pathway to Student Achievement: A Study of Fourteen Inner-city Elementary Schools. Elementary School Journal, 110(1), 63–80.

The Effects of CMCD on a Reconstituted Ninth Grade Academy

Freiberg, H. J., Huzinec, C. A., Rubino, C., Borders, K., Williams, L., & Alexander, R. (2011). The effects of a prosocial classroom management program on student achievement and behavior at a reconstituted inner city ninth-grade academy. Presented at the American Educational Research Association Annual Meeting, New Orleans, LA.

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Effects of Classroom Management on Student Achievement:

Freiberg, H.J., Huzinec, C.A., & Borders, K. (2008, March 24-28). The effects of classroom management on student achievement: A study of three inner-city middle schools and their comparison schools. Paper presented at the 2008 American Education Research Association (AERA) Annual Meeting, New York, NY.

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Zero Tolerance: A Reconsideration of Policy and Practice

Freiberg, H.J. & Reyes, A. (2008). Zero tolerance: A reconsideration of policy and practice. In T. Good (Ed.), 21st century education: A reference handbook (pp. 149-157). Thousand Oaks, CA: Sage Publications.

Measuring School Climate: Let me Count the Ways

Freiberg, H.J. (1998). Measuring school climate: Let me count the ways. Educational Leadership, 56, 22-26.

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From Tourists to Citizens in the Classroom

Freiberg, H.J. (1996). From tourist to citizens in the classroom. Educational Leadership, 54, 32-37.

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Essential Skills for New Teachers

Freiberg, H. J. (2002). Essential skills for new teachers. Educational Leadership, 59, 56-60.

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Beyond Behaviorism: Changing the Classroom Management Paradigm

This book was developed as a result of the classroom Management Special Interest Group at the American Educational Research Association (AERA), because it became apparent that many educators were looking for alternatives to the current paradigm of behaviorism that is currently so prevalent in the American classroom. This edited volume, includes chapters by many of the leaders in the classroom management field and is designed to examine the philosophical underpinnings of behaviorism and show why the change is needed.

ISBN-13: 0205286194



Universal Teaching Strategies

Emphasizes bridging the gap between theory, research, and practice with a clear and concise style that teachers will surely enjoy integrating into their own classrooms. Riggi resents teaching from three specific actions-organizing, instructing, and assessing-and is divided into three sections, which reflect each of these teaching actions. The strategies presented in each section are truly universal in nature-they cut across grade levels, subject areas, and teaching situations. With clear and effective writing and a decision-making framework that combines the context, content, and learner with what teachers need in the real WOrld-organizing, instructing, and assessing-Universal Teaching Strategies expands both the pedagogical teaching knowledge of teachers and their instructional repertoires.

ISBN-13 : 0205464524



Perceiving Behavior Becoming

In 1962, ASCD's Perceiving, Behaving, Becoming: A New F?cus for Education provided bold insights on the psychological foundation of education. Some of the most complelling questions in education today were first asked in this groundbreaking work, which included chapters by preeminent scholars Arthur Combs, Earl Kelly, Abraham Maslow, and Carl Rogers. Decades later, in preparing Perceiving, Behaving, Becoming: Lessons Learned, editor H. Jerome Freiberg invited distinguished scholars in the field of affective/humanistic education and psycho1gy to review these four chapters from the 1962 book to "provide a context for lessons learned for future generations of educators". Authors' analyses raise significant issues, such as whether an emphasis on academic standards ignores the education ofthe "whole" student, and what schools that are committed to an environment of trust and respect look like. By understanding the evolution of our educational past, says Freiberg, perhaps we can shape a future that will better meet the needs of generations that come after us. (as described by ASCD) 13

ISBN –13: 08712034



School Climate: Measuring, Improving and Sustaining Healthy Learning Environments

School Climate is designed to meet the needs of school and district administrators, teachers, school board and community members who want answers to the questions: How Are We Doing? How Healthy Is Our Learning Environment? Authors from four nations are represented in this book, including Australia, Israel, The Netherlands and the United States. This book provides 18 climate instruments and approaches to measure climate from multiple perspectives including, student, teacher, parent, community, and administrator perspectives.

ISBN -13: 0750706421






Freedom To Learn

Freedom to Learn was first written by Carl Rogers, the eminent psychologist and modern-day father of humanistic education, and has been revised by H. Jerome Freiberg. General aims of the book include:
*To help teachers foster a climate of trust in the classroom
*To encourage a participatory mode of decision making in all aspects of learning
* To help students build their confidence and self-esteem To help teachers grow as persons and find rich satisfaction in their interaction with learners

ISBN -13: 978 0024031211