Don Clarke – författare
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11 produkter
11 produkter
E-bok
PDF, Engelska, 2013605 kr
Läs direkt efter köp
First Published in 1997. This book gathers together some of the experience of a group of Tower Hamlets SLS teachers who have worked in collaboration with mainstream colleagues to develop whole-school behaviour policies. It aims to present key issues related to developing behaviour policies and to provide useful materials and ideas which can be used by schools as starting points for their own projects.
605 kr
Läs direkt efter köp
First Published in 1997. This book gathers together some of the experience of a group of Tower Hamlets SLS teachers who have worked in collaboration with mainstream colleagues to develop whole-school behaviour policies. It aims to present key issues related to developing behaviour policies and to provide useful materials and ideas which can be used by schools as starting points for their own projects.
E-bok
PDF, Engelska, 2013686 kr
Läs direkt efter köp
First Published in 1996. This handbook is a guide for all teachers in assessing the individual needs of pupils in primary and secondary schools but will be of particular use to Special Educational Needs Co-ordinators. The accompanying profiles and forms are designed to enable teachers to summarise and collate their perceptions of pupils with the aim of contributing to the process of determining the needs of pupils who are causing concern.
E-bok
Engelska, 2013686 kr
Läs direkt efter köp
First Published in 1996. This handbook is a guide for all teachers in assessing the individual needs of pupils in primary and secondary schools but will be of particular use to Special Educational Needs Co-ordinators. The accompanying profiles and forms are designed to enable teachers to summarise and collate their perceptions of pupils with the aim of contributing to the process of determining the needs of pupils who are causing concern.
E-bok
Engelska, 2015652 kr
Läs direkt efter köp
This book is a practical guide to the following eight perspectives on behaviour:
biological - focusing on biological and biochemical processes in accounting for behaviour; behavioural (or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive (or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning - focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic - focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic - focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic - focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological - focusing on the influence of systems and the environment in accounting for behaviour.
The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.
E-bok
PDF, Engelska, 2015654 kr
Läs direkt efter köp
This book is a practical guide to the following eight perspectives on behaviour:
biological - focusing on biological and biochemical processes in accounting for behaviour; behavioural (or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive (or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning - focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic - focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic - focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic - focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological - focusing on the influence of systems and the environment in accounting for behaviour.
The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.
Inbunden, Engelska, 2016
1 984 kr
Skickas inom 10-15 vardagar
This book is a practical guide to the following eight perspectives on behaviour: biological -focusing on biological and biochemical processes in accounting for behaviour; behavioural(or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive(or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning- focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic- focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic- focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic- focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological- focusing on the influence of systems and the environment in accounting for behaviour.The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.
Inbunden, Engelska, 2017
1 984 kr
Skickas inom 10-15 vardagar
First Published in 1996. This handbook is a guide for all teachers in assessing the individual needs of pupils in primary and secondary schools but will be of particular use to Special Educational Needs Co-ordinators. The accompanying profiles and forms are designed to enable teachers to summarise and collate their perceptions of pupils with the aim of contributing to the process of determining the needs of pupils who are causing concern.
Häftad, Engelska, 1997
535 kr
Skickas inom 10-15 vardagar
First Published in 1997. This book gathers together some of the experience of a group of Tower Hamlets SLS teachers who have worked in collaboration with mainstream colleagues to develop whole-school behaviour policies. It aims to present key issues related to developing behaviour policies and to provide useful materials and ideas which can be used by schools as starting points for their own projects.
Häftad, Engelska, 1996
576 kr
Skickas inom 10-15 vardagar
First Published in 1996. This handbook is a guide for all teachers in assessing the individual needs of pupils in primary and secondary schools but will be of particular use to Special Educational Needs Co-ordinators. The accompanying profiles and forms are designed to enable teachers to summarise and collate their perceptions of pupils with the aim of contributing to the process of determining the needs of pupils who are causing concern.
Häftad, Engelska, 2000
548 kr
Skickas inom 10-15 vardagar
This book is a practical guide to the following eight perspectives on behaviour: biological -?focusing on biological and biochemical processes in accounting for behaviour; behavioural?(or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive?(or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning?- focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic?- focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic?- focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic?- focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological?- focusing on the influence of systems and the environment in accounting for behaviour. The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.