Acknowledgments About the Authors Introduction Teaching as Relationship About This Book Outline of the Book Part I: Conceptual and Historical Foundations 1. Examining Child and School Behaviors 2. Introducing Critical Constructivism 3. Creating a Participatory Classroom Community Part II: The Pedagogies of Constructivism 4. Adopting a Caring Pedagogy 5. Working Together 6. Reflective Teaching Part III: Programs and Practices 7. Using Conflict Resolution as Instruction 8. Implementing the KEYS Program for Students With E/BD 9. Working With Families 10. Considering Inclusive Education 11. Honoring and Developing Ourselves as Teachers References Index
Engaging Troubled Students is designed for both special and general teachers faced with managing classrooms with emotionally and behaviourally troubled students. It emphasizes a growing trend in special education by taking a constructivist approach to classroom management and moving away from the traditional behavioural approach. The book begins with a very comprehensive introduction both behavioural practice and EBD students, and quickly moves to a critical definition of constructivsim
Dr. Scot Danforth is well-known leader in the growing area of Disability Studies in Education, a multidisciplinary field of educational research exploring disabilities as sociopolitical constructions and construing the disabled community as an oppressed minority group. He is co-founder of the Disability Studies in Education Special Interest Group of the American Educational Research Association (http://ced.ncsu.edu/2/dse/). His research has explored the roles of professional and layperson discourses in the social and political construction of disability. Additionally, his publications have analyzed the historical and philosophical development of the field of special education. He has written a wide range of books and articles in the areas of special education teacher preparation, working with students with social and emotional difficulties, and classroom management. He is Associate Professor and Department Chair in the Division of Teaching of Learning, University of Missouri-St. Louis. Terry Jo Smith is an Associate Professor of Special Education at National Louis-University in Chicago. She has extensive experience teaching students labeled emotionally/behaviorally disordered in inner-city schools. She has an abiding interest in teacher research, particularly in relationship to the social, cultural and political dimensions of schooling and how these are enacted in school relationships and curriculum. She has worked with a group of teacher/researchers for several years, researching the impact of constructivist pedagogy in a broad range of educational settings. Currently, she is engaging in research at a school in a youth detention center where she is developing constructivist curriculum with teachers and students. Smith's teaching, research and scholarship spring from a passionate commitment to social justice.