"Managing Misbehaviour in Schools" deals with the theoretical background of developing, assessing and understanding children's behavior; the relationship between learning and behavior problems; the dynamics of emotional and behavioral difficulties; and behavioral approaches. In later chapters, the contributors consider the effect of pastoral care on behavior in schools and on liaison with other helping agencies, as well as with work with parents. In a wide-ranging final chapter, the editors review the various strands of the book, developed from theory to classroom and school practice, and offer a set of practical guidelines for teachers and students in their daily task of managing pupils' behavior to enable learning to take place.

Using 15 case studies, this book highlights the attempts being made by teachers and other professionals to meet the varied needs of pupils in mainstream and special schools. The emphasis is on providing practical examples which illustrate effective intervention strategies for use in particular situations. The case studies explore such diverse areas as disruptive behaviour, dyslexia, child abuse, deafness and epilepsy, as well as discussing the wider issues of personal and social education, disability and under-achievement.

This book reports findings from a major, multidisciplinary study of the impact of broadcast television on the remote island community of St. Helena in the South Atlantic Ocean. Broadcast television was introduced to the island for the first time in March 1995. This introduction represented a major event on the island, whose only televisual experience had been through video. In the years leading up to the introduction of TV, the researchers who wrote this book collected data by observing the island's young children in classroom settings, and during free-play. In addition to these observations they asked the children's teachers to rate their students' behavior, and invited the children to explain to them what leisure time activities they engaged in. With the data they were able to amass on these key variables they have assembled and coded the results into baseline measures central to the study. Once TV had arrived, they collected data annually on the key dependent measures to determine if the introduction of broadcast TV had any discernible influence on the behavior of the children.

This wide ranging book offers a fresh survey of the pastoral needs of primary age pupils, and pupils in early adolescence for both trainee and practising teachers. This book is divided into four main sections:
* Principles considers the future needs of children, learning processes, the planning and implementation of a pastoral programme, and the co-ordination of personal and social education
* Aspects of Pastoral Care develops six specific pastoral approaches: welfare and liaison, health and medical services, life crises and counselling, managing behaviour, bullying, and starting secondary school
* Viewpoints has three personal statements: television viewing, core values for teachers and parents, and the professionalism of teachers
* In An Agenda for Discussion the editors comment on the various chapters of the book and add extra material on pastoral care and personal and social education

All teachers will be familiar with the problems of effectively managing a class of children with varying abilities. They will also recognize that motivation is a key factor in helping pupils who experience difficulties. Partnership with students, that is, involving them more in decisions which effect their education, can improve both motivation and behaviour. This is recognized by recent legislation, notably the Code of Practice for special needs. The contributions in this collection first consider issues such as empowerment and sources for learning and behaviour difficulties. The central sections, written by respected experts, look at different kinds of partnership and how they can be used, including peer tutoring, counselling, contracts, class-based support, self-monitoring and a range of whole-school approaches.

All teachers will be familiar with the problems of effectively managing a class of children with varying abilities. They will also recognize that motivation is a key factor in helping pupils who experience difficulties. Partnership with students, that is, involving them more in decisions which effect their education, can improve both motivation and behaviour. This is recognized by recent legislation, notably the Code of Practice for special needs. The contributions in this collection first consider issues such as empowerment and sources for learning and behaviour difficulties. The central sections, written by respected experts, look at different kinds of partnership and how they can be used, including peer tutoring, counselling, contracts, class-based support, self-monitoring and a range of whole-school approaches.

This book presents 15 varied case studies which range over the professional practices of teachers, and professionals from other agencies concerned with schoolchildren. It illustrates attempts to meet the personal needs of young people in pre-school provision, in primary and secondary schools, and in special schools. It is intended to help professional staff whose responsibilities are directed towards helping children and young adults. The material emphasizes good intervention practices and the theory which underpins such actions. While the main focus of all these case studies is in the school, many involve a wide range of personnel from other agencies - the school psychological service, health visitors, education welfare officers, psychiatrists, social workers, probation officers, support teachers, speech therapists, counsellors, physiotherapists and voluntary agencies. The editors argue that students' and practitioners' professional competence can be enhanced not only by being given theoretical guidelines about a range of appropriate pastoral intervention stratgeies, but also by studying practical examples of their use, particularly where a multi-professional approach is required.

Fully revised and updated, this second edition of the successful Managing Misbehaviour in Schools presents a wide-ranging survey of both the theoretical and the practical ideas and suggestions for the efficient management of behaviour problems in the school and classroom. It is invaluable for student and practising teachers, as well as their colleagues in other supporting professions.

This wide ranging book offers a fresh survey of the pastoral needs of primary age pupils, and pupils in early adolescence for both trainee and practising teachers. This book is divided into four main sections: * Principles considers the future needs of children, learning processes, the planning and implementation of a pastoral programme, and the co-ordination of personal and social education * Aspects of Pastoral Care develops six specific pastoral approaches: welfare and liaison, health and medical services, life crises and counselling, managing behaviour, bullying, and starting secondary school * Viewpoints has three personal statements: television viewing, core values for teachers and parents, and the professionalism of teachers * In An Agenda for Discussion the editors comment on the various chapters of the book and add extra material on pastoral care and personal and social education

First published in 1992. This book offers clear, practical guidelines to help ensure that the full breadth of the curriculum is made as available to children with special educational needs as the rest of their peers. The book focuses on primary and middle schools and is directed towards the professional training needs and general interests of teachers and support staff, headteachers, governors and parents.

First published in 1992. This book offers clear, practical guidelines to help ensure that the full breadth of the curriculum is made as available to children with special educational needs as the rest of their peers. The book focuses on primary and middle schools and is directed towards the professional training needs and general interests of teachers and support staff, headteachers, governors and parents.