Dr. Heather A. Davis is an Associate Professor in the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. Trained as an educational psychologist, her teaching interests surround helping pre-service and practicing teachers use theories of development to meet their students′ needs. For the last ten years, she has worked collaboratively with school districts throughout Georgia, Ohio, and North Carolina to understand the nature of teacher-student relationships and what it means to create schools that fully engage students in the learning process. http://www4.ncsu.edu/~hadavis2/index.htmlDr. Jessica Summers is an Assistant Professor in the Department of Teaching, Learning and Sociocultural Studies at the University of Arizona. She previously served on the faculty of the University of Missouri-Columbia. Also trained as an Educational Psychologist, Dr. Summers′ scholarship focuses on understanding the role of motivation and social relationships in learning and achievement, specifically how social context (as both processes and phenomena) affects students′ motivation to learn, and how this contributes to students′ overall success as learners. She currently serves on the editorial boards of Contemporary Educational Psychology, The Elementary School Journal, the Journal of Experimental Education, and the American Educational Research Journal.Lauren Miller is a Nationally Board Certified 1st grade teacher at Durham Academy in Durham, NC. She holds a Masters degree in Developmental Supervision from the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. She has taught at public and private elementary schools in Durham, North Carolina, has supervised student teachers, and has conducted research on effective models for training supervisors and for teacher professional development.

"Developing strong relationships with all students is key to their academic success, particularly for students who might be viewed as problematic or poor performers. The authors provide strong, relevant examples of positive teacher–student relationships and ideas for educators to immediately implement in their own classrooms."

• PrefaceAcknowledgmentsAbout the AuthorsIntroduction: What Are Your Implicit Theories of Classroom Management?Part I. Management as a Function of Student Engagement1. What Does It Mean for Students to Be Engaged?2. How Do I Organize My Classroom for Engagement?3. How Do I Create a Classroom Climate That Supports Engagement?Part II. Management as a Function of Classroom Relationships4. How Do I Model Caring in Relationships With Students?5. How Can I Build Supportive Peer Relationships?6. How Do I Connect With Diverse Students?Part III. Management as a Function of Teacher Self-Regulation7. What Does It Mean to Self-Regulate My Classroom Management Tasks?8. How Can I Improve and Sustain Relationship Quality?References and Further ReadingIndex

Dr. Heather A. Davis is an Associate Professor in the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. Trained as an educational psychologist, her teaching interests surround helping pre-service and practicing teachers use theories of development to meet their students′ needs. For the last ten years, she has worked collaboratively with school districts throughout Georgia, Ohio, and North Carolina to understand the nature of teacher-student relationships and what it means to create schools that fully engage students in the learning process. http://www4.ncsu.edu/~hadavis2/index.htmlDr. Jessica Summers is an Assistant Professor in the Department of Teaching, Learning and Sociocultural Studies at the University of Arizona. She previously served on the faculty of the University of Missouri-Columbia. Also trained as an Educational Psychologist, Dr. Summers′ scholarship focuses on understanding the role of motivation and social relationships in learning and achievement, specifically how social context (as both processes and phenomena) affects students′ motivation to learn, and how this contributes to students′ overall success as learners. She currently serves on the editorial boards of Contemporary Educational Psychology, The Elementary School Journal, the Journal of Experimental Education, and the American Educational Research Journal.Lauren Miller is a Nationally Board Certified 1st grade teacher at Durham Academy in Durham, NC. She holds a Masters degree in Developmental Supervision from the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. She has taught at public and private elementary schools in Durham, North Carolina, has supervised student teachers, and has conducted research on effective models for training supervisors and for teacher professional development.

"Developing strong relationships with all students is key to their academic success, particularly for students who might be viewed as problematic or poor performers. The authors provide strong, relevant examples of positive teacher–student relationships and ideas for educators to immediately implement in their own classrooms."

• PrefaceAcknowledgmentsAbout the AuthorsIntroduction: What Are Your Implicit Theories of Classroom Management?Part I. Management as a Function of Student Engagement1. What Does It Mean for Students to Be Engaged?2. How Do I Organize My Classroom for Engagement?3. How Do I Create a Classroom Climate That Supports Engagement?Part II. Management as a Function of Classroom Relationships4. How Do I Model Caring in Relationships With Students?5. How Can I Build Supportive Peer Relationships?6. How Do I Connect With Diverse Students?Part III. Management as a Function of Teacher Self-Regulation7. What Does It Mean to Self-Regulate My Classroom Management Tasks?8. How Can I Improve and Sustain Relationship Quality?References and Further ReadingIndex

Dr. Heather A. Davis is an Associate Professor in the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. Trained as an educational psychologist, her teaching interests surround helping pre-service and practicing teachers use theories of development to meet their students′ needs. For the last ten years, she has worked collaboratively with school districts throughout Georgia, Ohio, and North Carolina to understand the nature of teacher-student relationships and what it means to create schools that fully engage students in the learning process. http://www4.ncsu.edu/~hadavis2/index.htmlDr. Jessica Summers is an Assistant Professor in the Department of Teaching, Learning and Sociocultural Studies at the University of Arizona. She previously served on the faculty of the University of Missouri-Columbia. Also trained as an Educational Psychologist, Dr. Summers′ scholarship focuses on understanding the role of motivation and social relationships in learning and achievement, specifically how social context (as both processes and phenomena) affects students′ motivation to learn, and how this contributes to students′ overall success as learners. She currently serves on the editorial boards of Contemporary Educational Psychology, The Elementary School Journal, the Journal of Experimental Education, and the American Educational Research Journal.Lauren Miller is a Nationally Board Certified 1st grade teacher at Durham Academy in Durham, NC. She holds a Masters degree in Developmental Supervision from the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. She has taught at public and private elementary schools in Durham, North Carolina, has supervised student teachers, and has conducted research on effective models for training supervisors and for teacher professional development.

"Developing strong relationships with all students is key to their academic success, particularly for students who might be viewed as problematic or poor performers. The authors provide strong, relevant examples of positive teacher–student relationships and ideas for educators to immediately implement in their own classrooms."

• PrefaceAcknowledgmentsAbout the AuthorsIntroduction: What Are Your Implicit Theories of Classroom Management?Part I. Management as a Function of Student Engagement1. What Does It Mean for Students to Be Engaged?2. How Do I Organize My Classroom for Engagement?3. How Do I Create a Classroom Climate That Supports Engagement?Part II. Management as a Function of Classroom Relationships4. How Do I Model Caring in Relationships With Students?5. How Can I Build Supportive Peer Relationships?6. How Do I Connect With Diverse Students?Part III. Management as a Function of Teacher Self-Regulation7. What Does It Mean to Self-Regulate My Classroom Management Tasks?8. How Can I Improve and Sustain Relationship Quality?References and Further ReadingIndex