Table of Contents

Table of Contents

Preface

Chapter 1 – School Size: An Analysis of the Research Literature (pp. 1-30)
Brian Greeney and John R. Slate (Klein Independent School District, and Sam Houston State University, TX, USA)

Chapter 2 – A Conceptual Analysis of the Literature Regarding School Discipline for Students with Disabilities (pp. 31-56)
Kirsten L. Allman and John R. Slate (Klein Independent School District, and Sam Houston State University, TX, USA)

Chapter 3 – School-Sponsored Activities for Hispanic Middle School Students: Relationships with Achievement and Behavior (pp. 57-74)
Jose Angel Espinoza, Fred C. Lunenburg and John R. Slate (Socorro Independent School District, and Sam Houston State University, TX, USA)

Chapter 4 – Architecture As the Medium of an ―Ecosystem of Knowledge: Physical Spaces As Context and Stimulus for Teaching – Learning Processes in University Education (pp. 75-92)
Sofía Corsini Fuhrmann and Pablo Campos Calvo-Sotelo (University CEU, San Pablo, Spain)

Chapter 5 – Grade 8 Black and White Student Disciplinary Consequences and Academic Achievement: A Statewide Investigation (pp. 93-104)
Michelle Hilberth and John R. Slate (Spring Branch Independent School District, AND Sam Houston State University, TX, USA)

Chapter 6 – Principal Characteristics and their Emotional Intelligence Skills (pp. 105-116)
Sandy Labby, Fred C. Lunenburg and John R. Slate (Sam Houston State University, TX, USA)

Chapter 7 – Early Childhood Mathematics: Designing Educational Material (pp. 117-160)
Chrysanthi Skoumpourdi (University of the Aegean, Greece)

Chapter 8 – Interplay between Cognitive and Non-Cognitive Processes: Review, Implications and Directions (pp. 161-184)
Huy P. Phan (University of New England, Armidale, Australia)

Chapter 9 – Research Trend in TPACK: Review Studies in Science and Mathematics Classrooms (pp. 185-204)
Jang Syh-Jong and Meng-Fang Tsai (Graduate School of Education, Chung-Yuan Christian University, Taiwan, and others)

Index