Opening a Can of Worms | Perceptions and Practices of Teachers in Newfoundland and Labrador Incorporating the Role of a Therapist. Este artículo no está disponible.
Idioma: inglés
Editorial: LAP LAMBERT Academic Publishing, 2010
- Tapa blanda
- Nuevo
Librería: preigu, Osnabrück, Alemaniapreigu
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Condición: Nuevo
EUR 51,35
Descripción del artículo del vendedor
Opening a Can of Worms | Perceptions and Practices of Teachers in Newfoundland and Labrador Incorporating the Role of a Therapist | Kimberly Maich | Taschenbuch | 160 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838343211 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.
N° de ref. del artículo 101312659
- Título
- Opening a Can of Worms | Perceptions and Practices of Teachers in Newfoundland and Labrador Incorporating the Role of a Therapist
- Autor
- Kimberly Maich
- Editorial
- LAP LAMBERT Academic Publishing
- Año de publicación
- 2010
- Estado
- Neu
- Encuadernación
- Taschenbuch
- Idioma
- inglés
- ISBN 10
- 3838343212
- ISBN 13
- 9783838343211
- Peso del artículo
- 256 gramos
- Dimensiones
- 220 x 150 x 11 mm
- Catálogos de vendedores
- Bücher
To provide for social, emotional, and behavioural needs in inclusive classroom, teachers may adopt a therapeutic role. This research examines whether participants indeed adopt a therapeutic role, their beliefs about student-teacher relationships, whether they provide interventions in personal issues, and instructed social, emotional, and behaviour skills. Findings show that teachers adopt an academic role as well as a therapeutic role, believe student-teacher relationships are important, are approached about personal issues, and instruct social, emotional, and behavioural skills. Talking and listening are commonly used to provide support, typically exclusive of formal curricular goals. The challenges in providing front-line support issues that may be shared within an established student-teacher relationship are considered. Support in turn for teachers who choose to provide support for personal issues in the classroom within a therapeutic role are suggested, including recommendations for support and referral related to specific social, emotional, or behavioural scenarios that may arise in the school community.
“Sinopsis” puede pertenecer a otra edición de este título.
Reseña del editor
To provide for social, emotional, and behavioural needs in inclusive classroom, teachers may adopt a therapeutic role. This research examines whether participants indeed adopt a therapeutic role, their beliefs about student-teacher relationships, whether they provide interventions in personal issues, and instructed social, emotional, and behaviour skills. Findings show that teachers adopt an academic role as well as a therapeutic role, believe student-teacher relationships are important, are approached about personal issues, and instruct social, emotional, and behavioural skills. Talking and listening are commonly used to provide support, typically exclusive of formal curricular goals. The challenges in providing front-line support issues that may be shared within an established student-teacher relationship are considered. Support in turn for teachers who choose to provide support for personal issues in the classroom within a therapeutic role are suggested, including recommendations for support and referral related to specific social, emotional, or behavioural scenarios that may arise in the school community.
“Acerca de” puede pertenecer a otra edición de este título.