Perspectives on Student Behaviour in Schools

Exploring Theory and Developing Practice

Nonfiction, Reference & Language, Education & Teaching, Special Education, Mentally Handicapped
Cover of the book Perspectives on Student Behaviour in Schools by Mere Berryman, Ted Glynn, Janice Wearmouth, Taylor and Francis
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Author: Mere Berryman, Ted Glynn, Janice Wearmouth ISBN: 9781134259106
Publisher: Taylor and Francis Publication: May 7, 2007
Imprint: Routledge Language: English
Author: Mere Berryman, Ted Glynn, Janice Wearmouth
ISBN: 9781134259106
Publisher: Taylor and Francis
Publication: May 7, 2007
Imprint: Routledge
Language: English

The authors of this comprehensive text discuss the root causes of disruptive behaviour, tackle assessment issues and develop effective intervention strategies that will be of practical use to teachers and other educators. Whilst theorising behaviour management from a range of perspectives: psychodynamic, behavioural and socio-cultural, the authors remain firmly focused on practical issues of policy making, assessment and intervention, and address a wide range of related issues, such as:

  • policy in relation to behaviour in schools at local authority, national and international level
  • cultural concerns, race, gender, school discipline and exclusion
  • medical perspectives of topical interest such as ADHD, autism and diet
  • assessment at district, community, classroom and individual level, and how these underpin theory.

This book will appeal to anyone for whom behaviour in schools is a key concern, such as student teachers, teacher educators, senior school managers and practising teachers undertaking further study in the field.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The authors of this comprehensive text discuss the root causes of disruptive behaviour, tackle assessment issues and develop effective intervention strategies that will be of practical use to teachers and other educators. Whilst theorising behaviour management from a range of perspectives: psychodynamic, behavioural and socio-cultural, the authors remain firmly focused on practical issues of policy making, assessment and intervention, and address a wide range of related issues, such as:

This book will appeal to anyone for whom behaviour in schools is a key concern, such as student teachers, teacher educators, senior school managers and practising teachers undertaking further study in the field.

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