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First published in 1995. This book responds to the multiplying
demands for support and training for teachers of integrated classes
in mainstream schools. Such support through school-based
development initiatives enhances teachers' abilities to meet the
emotional, behavioural and learning needs of their pupils. This
volume aims to assist school staff to further their efforts in
curriculum content and delivery, teacher-pupil and classroom
relationships and parent involvement.
First published in 1995. This book responds to the multiplying
demands for support and training for teachers of integrated classes
in mainstream schools. Such support through school-based
development initiatives enhances teachers' abilities to meet the
emotional, behavioural and learning needs of their pupils. This
volume aims to assist school staff to further their efforts in
curriculum content and delivery, teacher-pupil and classroom
relationships and parent involvement.
First Published in 1999. This book is about the use of a specific
collaborative problem-solving approach as part of a Continuing
Professional Development policy. Collaborative staff development
programmes - now envisaged in a DofE (1998) Programme of Action -
can assist teachers in responding more appropriately, as an
integral part of their daily professional task, to the learning
needs of pupils with emotional and behavioural problems.
First Published in 1999. This book is about the use of a specific
collaborative problem-solving approach as part of a Continuing
Professional Development policy. Collaborative staff development
programmes - now envisaged in a DofE (1998) Programme of Action -
can assist teachers in responding more appropriately, as an
integral part of their daily professional task, to the learning
needs of pupils with emotional and behavioural problems.
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