Sinossi
Pronouncements about the behaviour of students in schools, legislation, media coverage and 'test cases' are flooding into the public consciousness at an increasing pace. The relative responsibility of teachers and parents is a particularly prominent and contentious issue.
This book examines directly the reasons why strong statements of mutual recrimination and blame often occur in this area, before looking at the essential characteristics of policies and practices that are co-operative, preventive and proactive in nature.
But this is not solely another book of tips and techniques. In addition to describing strategies with a proven evidence base, it also demonstrates, within a coherent framework, how and why these approaches achieve their aims.
This book provides an in-depth understanding of key psychological factors for those in schools struggling in this vexed and pressing area and for that widening group of professionals charged with working in partnership to bring about demonstrable change.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
L'autore
Contenuti
Introduction
Part one: The context of difficult behaviour in classrooms
Emerging perspectives on behaviour in classrooms
The psychosocial perspective
Working with individual students, teachers and parents
The evidence base
Strategies with individual students
the evidence base
Strategies with teachers and parents
an evidence base and a major challenge
Consulting with teachers
and parents
Part three: Teacher and pupil cultures
Teacher culture and difficult behaviour in classrooms
Pupil culture and difficult behaviour in classrooms
Teacher, student and parent perspectives on behaviour
clash and concordance
Part four: Grasping the nettle
Coherent psychosocial interventions
Intervening within school cultures
Boundaries, barriers or barricades?
intervening with teachers and parents
References
Index.
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