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Understanding Child and Adolescent Behaviour in the Classroom
Research and Practice for Teachers

$79.99 (X)

  • Date Published: January 2016
  • availability: Available
  • format: Paperback
  • isbn: 9781107439726

$ 79.99 (X)

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About the Authors
  • Understanding Child and Adolescent Behaviour in the Classroom is a vital guide for pre-service and in-service teachers, providing the tools to respond effectively and ethically to child and adolescent behaviour that is of concern. In this innovative book, expert authors offer 'positive rules' that will assist educators in their classroom practice. Key practical issues that are addressed include: • Building a purposeful and emotionally and psychologically positive classroom culture • Recognising and responding to children who present with social, emotional and behavioural difficulties (SEBD/EBD) • Using research to inform and enrich classroom practice around student conduct • Working collegially to respond to the social, emotional and/or behavioural needs of individual students, including those needs associated with poor mental health and/or child protection Cutting-edge research from psychology, behavioural science and education is accessibly presented to help develop professional expertise and knowledge in the area of child and adolescent behaviour.

    • Focus on classroom relationships
    • Evidence-based
    • Critical, reflective
    • Practical; shows 'what approaches, strategies and interventions are most likely to be effective'
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    Product details

    • Date Published: January 2016
    • format: Paperback
    • isbn: 9781107439726
    • dimensions: 249 x 176 x 9 mm
    • weight: 0.34kg
    • contains: 7 b/w illus.
    • availability: Available
  • Table of Contents

    Introduction: positive rules for your life as a teacher
    1. Promoting positive behaviour in the classroom
    2. Theory: scaffolds for understanding the behaviour of children and young people
    3. 'Thinking it through': responding to children who present with SEBD
    4. Wider contexts: the role of assessment, working with allied professionals and policy
    5. Teacher expertise
    6. Research-informed teaching: questioning 'rules for living' in schools
    7. Putting teachers in the picture: teacher behaviour and wellbeing
    Conclusion: principles to guide practice in the classroom.

  • Authors

    David Armstrong, Flinders University of South Australia
    David Armstrong is currently Lecturer in Teacher Education (Special Education) at Flinders University, South Australia.

    Julian Elliott, University of Durham
    Julian Elliott is Principal of Collingwood College and Professor of Education at Durham University.

    Fiona Hallett, Edge Hill University, Ormskirk
    Fiona Hallett is a Reader in Education at Edge Hill University, Ormskirk.

    Graham Hallett, University of Cumbria
    Graham Hallett is a Senior Lecturer in Inclusion/SEND at the University of Cumbria.

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