基本説明
Examines why strong statements of mutual recrimination and blame often occur in this area, before looking at policies and practices which are co-operative, preventive and proactive in nature.
Full Description
"Andy Miller's Teachers, Parents and Classroom Behaviour is the most useful, insightful and coherent account of understanding and managing behaviour in schools that I have read. It is also superbly written, making it a pleasure to read... if you buy only one book this year, then it should be this one." Educational Psychology in Practice"This elegantly crafted book contains thought-provoking implications for all branches of applied psychology, as well as educationists and policy makers... With an increasing focus in education on evidence-based practice, this book will be a valuable resource for practicing and trainee teachers and educational psychologists... [It] offers an extremely timely contribution to current developments in education."The Psychologist"I found the book fascinating and it has led me to think differently in a variety of situations... It has also impacted my views on the school ethos and teacher relationships. I will be recommending this book to members of the senior management team and staff who work with pupils with behavioural problems." Young Minds Magazine 68/2004The behaviour of students in schools is a matter of great concern. 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 the reasons why strong statements of mutual recrimination and blame often occur in this area, before looking at policies and practices which 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.
Contents
Introduction
Part one: The Context of Difficult Behaviour in Classrooms
1.Emerging perspectives on behaviour in classrooms
2.Difficult behaviour in classrooms:the psychosocial perspective
Part Two:Working with individual students, teachers and parents
The evidence base
3.Strategies with individual students:the evidence base and major challenge
4.Strategies with teachers and parents:an evidence base and a major challenge
5.Consulting with teachers-and parents
Part three:Teacher and Pupil Cultures
6.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
9.Intervening within staff cultures
10.Across the great divide
Intervening with teachers and parents
Conclusion
References
Index.
