Roland Chaplain – författare

First published in 1994, Caring Under Pressure examines the neglected area of stress and coping strategies of children and staff in residential settings who have to function within contradictory expectations of the general public and policy makers.

The book discusses the development of specialist residential provision for young people in difficulties and explores the characteristics of young people moved in and out of specialist residential provision and of their carers. Based on phenomenological research, it discusses staff and young people’s experiences of stress in residential settings; culture and rituals of life there; and their perceptions of routines.

This work is particularly valuable for professionals involved in the education and care of children in residential environments.

First published in 1994, Caring Under Pressure examines the neglected area of stress and coping strategies of children and staff in residential settings who have to function within contradictory expectations of the general public and policy makers.

The book discusses the development of specialist residential provision for young people in difficulties and explores the characteristics of young people moved in and out of specialist residential provision and of their carers. Based on phenomenological research, it discusses staff and young people’s experiences of stress in residential settings; culture and rituals of life there; and their perceptions of routines.

This work is particularly valuable for professionals involved in the education and care of children in residential environments.

New and experienced teachers working with children with special needs in mainstream or special school settings are increasingly discovering the value of research to inform and improve their teaching. This highly accessible text features: · identification of the key research issues which relate to different aspects of SEN and inclusion · guidance on how to carry out research in order to enhance teaching and learning for children whose progress is causing concern · explanations of a range of approaches to research, including empirical studies of individuals, groups and institutions with children, parents, teachers and other professionals · advice on how to use and disseminate research findings The authors support their basic guidance with a variety of examples of published research and they offer a framework and practical suggestions for planning and carrying out school-based investigations with different purposes in mind. This text will be relevant to teachers and SENCOs, and to mentors and tutors in their supporting role.

New and experienced teachers working with children with special needs in mainstream or special school settings are increasingly discovering the value of research to inform and improve their teaching. This highly accessible text features: · identification of the key research issues which relate to different aspects of SEN and inclusion · guidance on how to carry out research in order to enhance teaching and learning for children whose progress is causing concern · explanations of a range of approaches to research, including empirical studies of individuals, groups and institutions with children, parents, teachers and other professionals · advice on how to use and disseminate research findings The authors support their basic guidance with a variety of examples of published research and they offer a framework and practical suggestions for planning and carrying out school-based investigations with different purposes in mind. This text will be relevant to teachers and SENCOs, and to mentors and tutors in their supporting role.

Behaviour management training of trainee and qualified teachers has been a national priority for some time. This second edition addresses the point that this training and practice should be evidence-based. The importance of adopting a research-based approach is a specific requirement of the guidelines on teacher training and central to this book. The training materials in this book give examples of how to put the research into practice, which in turn makes the text more useful for self-development, trainers in schools and university education departments. Moreover, these materials are supported with case studies showing how they have been used successfully in schools throughout the UK.

Behaviour management training of trainee and qualified teachers has been a national priority for some time. This second edition addresses the point that this training and practice should be evidence-based. The importance of adopting a research-based approach is a specific requirement of the guidelines on teacher training and central to this book. The training materials in this book give examples of how to put the research into practice, which in turn makes the text more useful for self-development, trainers in schools and university education departments. Moreover, these materials are supported with case studies showing how they have been used successfully in schools throughout the UK.

The issue of behaviour has, and always will be, a main dilemma facing schools. Encouraging positive relationships whilst preventing disruption, and motivating students to learn, raises concerns for any teacher.

This fully updated second edition of Teaching without Disruption in the Primary School offers a comprehensive and constructive approach to developing effective behaviour management. Packed full of tasks, case studies, and research-based guidance, this extremely practical book reflects high quality behaviour management training and is crucially informed by empirical evidence on exactly what works in classrooms and schools.

Containing two brand new chapters - one on the importance of theory in developing effective behaviour management, and the other detailing a toolkit for constructing effective classroom management plans - the book presents a model for developing:

Roland Chaplain has used this programme to successfully teach behaviour management techniques to thousands of PGCE trainees at the University of Cambridge, UK. Underpinned by contemporary educational, psychological and neuroscientific research, this book offers a progressively focused behaviour management model which will appeal to all teachers and teacher trainees, as well as to those who train them.

The issue of behaviour has, and always will be, a main dilemma facing schools. Encouraging positive relationships whilst preventing disruption, and motivating students to learn, raises concerns for any teacher.

This fully updated second edition of Teaching without Disruption in the Primary School offers a comprehensive and constructive approach to developing effective behaviour management. Packed full of tasks, case studies, and research-based guidance, this extremely practical book reflects high quality behaviour management training and is crucially informed by empirical evidence on exactly what works in classrooms and schools.

Containing two brand new chapters - one on the importance of theory in developing effective behaviour management, and the other detailing a toolkit for constructing effective classroom management plans - the book presents a model for developing:

Roland Chaplain has used this programme to successfully teach behaviour management techniques to thousands of PGCE trainees at the University of Cambridge, UK. Underpinned by contemporary educational, psychological and neuroscientific research, this book offers a progressively focused behaviour management model which will appeal to all teachers and teacher trainees, as well as to those who train them.