A Biological Brain in a Cultural Classroom: Enhancing Cognitive and Social Development Through Collaborative Classroom Management

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Corwin Press, Feb 6, 2003 - Business & Economics - 179 pages
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Praise for the First Edition:

`Should be required reading for students of education, teachers, and administrators. I would encourage educators for form book study groups to read, study, reflect, and apply what is found here' - Jerry Tollefson, Principal, Marquette Elementary School, Madison

Using research findings from the cognitive neurosciences and a view of the classroom as an ecological system of checks and balances, the author takes the reader into the modern K-12 classroom, reaffirming his belief that students should collaborate with their teachers in classroom management decisions whenever possible.

 

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Contents

The Cultural Foundations of Classroom Management
1
Democracy and Education
5
21stCentury Challenges
6
Collaborative Classroom Management
9
The Biological Foundations of Classroom Management
14
Three Forms of Biological Inquiry
15
Key Biological Concepts
18
Cells and Classrooms
27
A Classroom Is a Created World Surrounded by a Leaky Wall
90
Cauliflower in the Classroom
94
Suggested Activities
99
Collaboratively Managing Biological and Cultural Time
102
Two Developmental Decades
104
A Years Curricular Time
112
A Day in the Life
116
Suggested Activities
120

The Marvelous Interdependent Bodybrain That Schools Seek to Manage
32
The Principal Brain Systems
33
From Jungle to Classroom in Search of a Model
59
Collaboratively Expending Energy Whos in Charge?
63
Childbirth Childhood and Classrooms
64
From Potential to Kinetic Energy
68
SelfEsteem Impulsivity and Aggression
70
Suggested Activities
77
Collaboratively Managing Biological and Cultural Space
83
Mapping Cognitive City and Classroom Space
86
How Many People Can You Stuff Into a Classroom?
88
Collaboratively Managing Biological and Cultural Movement
123
Physical Movement
125
Change as Psychological Movement
135
Suggested Activities
138
Collaboratively Managing Biological and Cultural Range
141
Biologically Possible Ranges
148
Culturally Appropriate Ranges
155
In the End
159
References and Supplementary Readings
163
Index
169
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About the author (2003)

Robert Sylwester is an Emeritus Professor of Education at the University of Oregon who focuses on the educational implications of new developments in science and technology. He has written 20 books and curricular programs and 200+ journal articles. His most recent books are The Adolescent Brain: Reaching for Autonomy (2007, Corwin Press) and How to Explain a Brain: An Educator’s Handbook of Brain Terms and Cognitive Processes (2005, Corwin Press). He received two Distinguished Achievement Awards from The Education Press Association of America for his syntheses of cognitive science research, published in Educational Leadership. He has made 1600+ conference and staff development presentations on educationally significant developments in brain/stress theory and research. Sylwester wrote a monthly column for the Internet journal, Brain Connection, throughout its 2000-2009 existence, and is now a regular contributor to the Information Age Education Newsletter (http://i-a-e.org/).

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