The Child-school Interface: Environment and Behaviour (Children, Teachers & Learning S.) - Tapa dura
Sinopsis
This text reviews up-to-date, multidisciplinary research into relationships between school environments and child learning and behaviour. Aiming to promote awareness of the role of psychology in the school, it provides a coherent synthesis of research into the interaction of school environments with child learning and development. The text is underpinned by a view of the school as a systemic whole, and is supported by discussions of the theoretical models and research methods. It is intended to give a summary of contemporary theory and practice for parents, teachers, youth workers, social workers, sociologists and educational psychologists.
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Reseña del editor
This text reviews up-to-date, multidisciplinary research into relationships between school environments and child learning and behaviour. Aiming to promote awareness of the role of psychology in the school, it provides a coherent synthesis of research into the interaction of school environments with child learning and development. The text is underpinned by a view of the school as a systemic whole, and is supported by discussions of the theoretical models and research methods. It is intended to give a summary of contemporary theory and practice for parents, teachers, youth workers, social workers, sociologists and educational psychologists.
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Imagen del vendedor
Children, Teachers and Learning: The Child-School Interface: Environment and Behavior
Publicado por
Continuum Intl Pub Group, 1995
ISBN 10: 0304329819
ISBN 13: 9780304329816
Antiguo o usado
Tapa dura
Librería: Bookbot, Prague, Republica Checa
Calificación del vendedor: 5 de 5 estrellas
Hardcover. Condición: Fair. Anmerkungen / bekritzelt / Stempel; Verschmutzung / Wasserschaden. With the aim of promoting awareness of the role of psychology in the school, this book reviews up-to-date, multi-disciplinary research into relationships between school environments and child learning and behavior. A view of the school as a whole underlies the discussion. The book is accessibly written and will inform readers with little grounding in psychology, as well as psychology students and graduates.The chapters deal, in turn, with different levels of children's interface with the school from possible effects of physical and administrative factors to social and psychological processes. A balanced view is given of applied issues, supported by discussions of theoretical models and research methods. The author draws attention to the interplay between these levels, including children's perception of their school and their own place within it. Nº de ref. del artículo: 9eda71a0-c567-429d-91cb-01d6d5525b35
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Se envía de Republica Checa a Estados Unidos de America
Se envía de Republica Checa a Estados Unidos de America
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