Carol S Weinstein
Biographic Data
| ID | 1583969 |
|---|---|
| NAME | Carol S Weinstein |
| GIVEN NAMES | Carol S |
| FAMILY NAME | Weinstein |
| SIGNATURE | WEINSTEIN C S |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| ORCID | 0009-0004-8293-1518 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 180 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 7 |
Toward a Conception of Culturally Responsive Classroom Management
Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds. The purpose of this article is to stimulate discussion of culturally responsive classroom managem…
This Issue
Culturally Responsive Classroom Management
This article expands discussions of culturally responsive pedagogy by focusing specifically on the tasks and challenges of classroom organization and management. First, we examine three prerequisite understandings that underlie teachers' ability to manage diverse classrooms in culturally competent ways. We then consider specific approaches and strategies for enacting culturally responsive classroom management (CRCM) and reflect on the ways that m…
This Issue
I want to be nice, but i have to be mean”
Prospective elementary teachers' beliefs about teaching
Teacher Education Students' Preconceptions of Teaching
Weinstein examines teacher education students' expectations about future teaching performance, their explanations for their predictions, and their descriptions of good teaching. Students tend to engage in "unrealistic optimism" and to demonstrate self-serving biases, perceiving as important for teaching those attributes that they themselves possess. When describing "a really good teacher," students emphasize interpersonal/affec tive variables and…
Preservice teachers' expectations about the first year of teaching
Encouraging Voluntary Reading
Lesley Mandel Morrow, Carol Simon Weinstein, Encouraging Voluntary Reading: The Impact of a Literature Program on Children's Use of Library Centers, Reading Research Quarterly, Vol. 21, No. 3 (Summer, 1986), pp. 330-346
Modifying Student Behavior in an Open Classroom Through Changes in the Physical Design
The study observed the spatial distribution of activity in a second-third-grade open classroom before and after a change in the physical design. It tested the general hypothesis that minor changes in the physical setting could produce predictable, desirable changes in student behavior. The experimenter observed for two weeks, using a time-sampling-by-child instrument. The activities and locations of the students were recorded on a floor plan of t…
Culturally Responsive Classroom Management
This article expands discussions of culturally responsive pedagogy by focusing specifically on the tasks and challenges of classroom organization and management. First, we examine three prerequisite understandings that underlie teachers' ability to manage diverse classrooms in culturally competent ways. We then consider specific approaches and strategies for enacting culturally responsive classroom management (CRCM) and reflect on the ways that m…
Toward a Conception of Culturally Responsive Classroom Management
Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds. The purpose of this article is to stimulate discussion of culturally responsive classroom managem…
Preservice teachers' expectations about the first year of teaching
Prospective elementary teachers' beliefs about teaching
I want to be nice, but i have to be mean”
Teacher Education Students' Preconceptions of Teaching
Weinstein examines teacher education students' expectations about future teaching performance, their explanations for their predictions, and their descriptions of good teaching. Students tend to engage in "unrealistic optimism" and to demonstrate self-serving biases, perceiving as important for teaching those attributes that they themselves possess. When describing "a really good teacher," students emphasize interpersonal/affec tive variables and…
Encouraging Voluntary Reading
Lesley Mandel Morrow, Carol Simon Weinstein, Encouraging Voluntary Reading: The Impact of a Literature Program on Children's Use of Library Centers, Reading Research Quarterly, Vol. 21, No. 3 (Summer, 1986), pp. 330-346
Modifying Student Behavior in an Open Classroom Through Changes in the Physical Design
The study observed the spatial distribution of activity in a second-third-grade open classroom before and after a change in the physical design. It tested the general hypothesis that minor changes in the physical setting could produce predictable, desirable changes in student behavior. The experimenter observed for two weeks, using a time-sampling-by-child instrument. The activities and locations of the students were recorded on a floor plan of t…
This Issue
Modifying Student Behavior in an Open Classroom Through Changes in the Physical Design
The study observed the spatial distribution of activity in a second-third-grade open classroom before and after a change in the physical design. It tested the general hypothesis that minor changes in the physical setting could produce predictable, desirable changes in student behavior. The experimenter observed for two weeks, using a time-sampling-by-child instrument. The activities and locations of the students were recorded on a floor plan of t…
Encouraging Voluntary Reading
Lesley Mandel Morrow, Carol Simon Weinstein, Encouraging Voluntary Reading: The Impact of a Literature Program on Children's Use of Library Centers, Reading Research Quarterly, Vol. 21, No. 3 (Summer, 1986), pp. 330-346
Preservice teachers' expectations about the first year of teaching
Teacher Education Students' Preconceptions of Teaching
Weinstein examines teacher education students' expectations about future teaching performance, their explanations for their predictions, and their descriptions of good teaching. Students tend to engage in "unrealistic optimism" and to demonstrate self-serving biases, perceiving as important for teaching those attributes that they themselves possess. When describing "a really good teacher," students emphasize interpersonal/affec tive variables and…
Prospective elementary teachers' beliefs about teaching
I want to be nice, but i have to be mean”
This Issue
Culturally Responsive Classroom Management
This article expands discussions of culturally responsive pedagogy by focusing specifically on the tasks and challenges of classroom organization and management. First, we examine three prerequisite understandings that underlie teachers' ability to manage diverse classrooms in culturally competent ways. We then consider specific approaches and strategies for enacting culturally responsive classroom management (CRCM) and reflect on the ways that m…
This Issue
Toward a Conception of Culturally Responsive Classroom Management
Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds. The purpose of this article is to stimulate discussion of culturally responsive classroom managem…
Psychology (10 works) · Pedagogy (9 works) · Mathematics education (8 works) · Social Psychology (6 works) · Social Psychology (4 works) · Sociology (4 works) · Teacher Education and Leadership Studies (4 works) · Classroom management (3 works) · Computer Science (3 works) · Education and Critical Thinking Development (3 works)