rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Classroom Behaviour Management in the Post-School Sector
    sub title: Student and Teacher Perspectives on the Battle Against Being Educated
  name:
    name part: Lebor, Mervyn.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2017
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: X, 228 p. online resource.
  abstract: This book listens to the voices of post-school teachers, managers, theorists, trainees, teacher educators and students talking about the battle against being educated. It analyses models of classroom behaviour management, with examples of theory critiquing practice and practice criticizing theory. The contextual pressures of manageralism, demands imposed by Ofsted, economic survival for institutions based on student numbers, and mandatory attendance requirements have all meant ever-increasing pressures on teachers dealing with students’ violent, disruptive and challenging behaviours, resulting in some highly disordered classrooms in many institutions. Lebor examines the attitudes of stakeholders, including disruptive students, teachers, trainees and managers, and explores a range of issues such as entering the classroom, abuse of computers and technology equipment, overt violence in classrooms, and counter-productive assessment processes, as well as exploring a range of available solutions to the problem. The book will be compelling reading for teachers, teacher educators, trainees, policy-makers, managers in education, but also anyone interested in education and training. .
  table of contents: Chapter 1. Introduction -- Chapter 2. In Theory it All Works.... -- Chapter 3. Entering the Classroom -- Chapter 4. What do Experienced Tutors Advise? -- Chapter 5. What Role does Assessment Play? Case Studies -- Chapter 6. Could Class Management be a Management Issue? -- Chapter 7. Student Voices: So Why do Disruptive Students Say They Disrupt Classes? -- Chapter 8. A Methodology for Supporting Tutors Who Face Challenging Classes -- Chapter 9. What Could Possibly be Problematic About Digital Learning? -- Chapter 10. And How do Teacher Educators Prepare Trainee Teachers for Disruptive Classes? -- Chapter 11. What do Trainees Think of Their Preparation? -- Chapter 12. A Possible Module to Prepare Teachers for Disruptive Behaviour.
  note: by Mervyn Lebor.
  subject:
    topic: Education
  subject:
    topic: School management and organization
  subject:
    topic: School administration
  subject:
    topic: Teaching
  subject:
    topic: Assessment
  subject:
    topic: Lifelong learning
  subject:
    topic: Adult education
  subject:
    topic: Education
  subject:
    topic: Lifelong Learning/Adult Education
  subject:
    topic: Teaching and Teacher Education
  subject:
    topic: Learning & Instruction
  subject:
    topic: Assessment, Testing and Evaluation
  subject:
    topic: Administration, Organization and Leadership
  subject:
    topic: Schools and Schooling
  classification: LC5201-6660.4
  classification: 374
  related item:
    title info:
      title: Springer eBooks
  identifier: 9783319570518
  identifier: http://dx.doi.org/10.1007/978-3-319-57051-8
  record info:
    record creation date: 170730
    record change date: 20170731021010.0
    record identifier: 978-3-319-57051-8