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 Teacher Beliefs about Grade Retention. Risking Children’s Academic, Social, Emotional and Behavioral Well-Being
Наименование:

Teacher Beliefs about Grade Retention. Risking Children’s Academic, Social, Emotional and Behavioral Well-Being

автор Anita E. издательство Книга по Требованию Педагогика среднего специального образования
Cтраниц 164        мягкая обложка       
Аннотация:Although teachers have their students’ best interests at heart and would not intentionally engage in practices that are harmful to children, they are often misinformed or uninformed about the practice of grade retention and believe it to be helpful when it actually predisposes children to academic, social, emotional and behavioral problems. Teacher educators, professional development coordinators and practicing teachers will find this information especially useful in guiding current and future teachers through the process of recognizing their own beliefs about grade retention and constructing new ones based on factual research. Surprisingly, beliefs about how teachers are viewed by their peers in relation to the academic performance of their students were found to impact decisions about grade retention. This book provides insights into the relationship between teachers’ personal experiences such as years of teaching, grade level, gender, and familiarity with grade retention research and the ways in which these experiences affect their beliefs about grade retention.
Автор: Anita E.
Издательство: Книга по Требованию
Год:2009
Цена:
2746 руб
Нет в наличии
Поиск: Teacher Beliefs about Grade Retention. Risking Children’s Academic, Social, Emotional and Behavioral Well-Being
НОВЫЙ ГОД СИМВОЛ 2013 ГОДАУКРАШЕНИЯ
КАРНАВАЛ НА НОВЫЙ ГОД РАСПРОДАЖА
Ортомолекулярная медицина Orthomol Устрание причин заболеваний. Ортомоль это новый метод для лечения и профилактики болезней. Orthomol - ортомолекулярная медицина.
Formation of group behaviour in the organisations

Ide ifica io is co ec ed wi h forma io of feeli g of a accessory of he i dividual o group. his process proceeds a hree levels: he emo io al as abili y o empa hize. How abili y o become o he poi of view of o her perso or all group a d behavioural? As aspira io o obey o developi g group orms. I egra io marks i self a s age whe he race for power i group is already fi ished, group orms, roles of everyo e ha is whe associa io of i dividuals has ur ed o i dividual collec ive are fi alised. I egra io leads o ra sforma io of collec ive i o he self-regula ed social orga ism well adap ed for i commo -i dividual ac ivi y. For he give s age of developme of group followi g sig s are charac eris ic: he purposes are accura ely desig a ed; compa ibili y of i dividuals i group is reached; he leader of group has proved he righ o leadership i prac ice; he group successfully carries ou he problems pu before i ; he size of group allows o k ow opi io of i s each member a d o es ima e i . People feel he accessory o group, ha g oge her, overcomi g i commo difficul ies a d solvi g group problems. Co flic s a d he s resses show a he begi i g i is especially freque a d pai ful, arise all less of e a d are resolved i he mos spari g ways wi h par icipa io of all group.
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