標(biāo)題: Titlebook: Challenging Dominant Views on Student Behaviour at School; Answering Back Anna Sullivan,Bruce Johnson,Bill Lucas Book 2016 Springer Science [打印本頁(yè)] 作者: 退縮 時(shí)間: 2025-3-21 16:58
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作者: 武器 時(shí)間: 2025-3-21 21:42
,Daring to Disagree About School ‘Discipline’: An Australian Case Study of a Media-Led Backlash,at school. I present a case study of public responses to provocations in both traditional media and social media. I identify (a) the types of responses posted, (b) the relative frequency of these types of responses, and (c) some of the key strategies that were used to discredit the academics, educat作者: outset 時(shí)間: 2025-3-22 00:49
Understanding and Challenging Dominant Discourses About Student Behaviour at School,itarian-zero tolerance’ basket of ideas – have become dominant in society and, in particular, in many of our schools. We present evidence that a strong rhetoric of control characterises most debates about student behaviour despite counterarguments for more humane and civil approaches, and the availa作者: 含水層 時(shí)間: 2025-3-22 06:07 作者: ascetic 時(shí)間: 2025-3-22 11:27 作者: 仲裁者 時(shí)間: 2025-3-22 13:12 作者: 仲裁者 時(shí)間: 2025-3-22 17:28 作者: FLIT 時(shí)間: 2025-3-22 23:02 作者: Decrepit 時(shí)間: 2025-3-23 03:14 作者: Glucocorticoids 時(shí)間: 2025-3-23 05:55 作者: 先兆 時(shí)間: 2025-3-23 11:03 作者: 天空 時(shí)間: 2025-3-23 15:28
,‘Answering Back’: Some Concluding Thoughts, contemporary approaches to the management of student behaviour at school: What is wrong with the status quo? What maintains the status quo? What can be done to challenge the status quo? We assert that the book is deliberately provocative in that it critiques current student behaviour management pra作者: Adulate 時(shí)間: 2025-3-23 18:17 作者: 負(fù)擔(dān) 時(shí)間: 2025-3-24 00:42
Philipp Franz von Siebold and His Eraat school. I present a case study of public responses to provocations in both traditional media and social media. I identify (a) the types of responses posted, (b) the relative frequency of these types of responses, and (c) some of the key strategies that were used to discredit the academics, educat作者: minion 時(shí)間: 2025-3-24 05:24
https://doi.org/10.1007/978-1-349-08106-6itarian-zero tolerance’ basket of ideas – have become dominant in society and, in particular, in many of our schools. We present evidence that a strong rhetoric of control characterises most debates about student behaviour despite counterarguments for more humane and civil approaches, and the availa作者: 斗志 時(shí)間: 2025-3-24 06:49 作者: SHOCK 時(shí)間: 2025-3-24 10:41 作者: intangibility 時(shí)間: 2025-3-24 14:55 作者: overture 時(shí)間: 2025-3-24 22:53
Outlines of Perennial Philosophyssues. Inherent in this shift is acknowledgement of the inextricable links between behaviour and wellbeing. Arguably, the most effective approaches to behaviour management reflect key determinants of wellbeing such as positive relationships and a sense of belonging and connection. Nevertheless, beha作者: Consensus 時(shí)間: 2025-3-25 02:13
https://doi.org/10.1007/978-1-4020-3067-3n a nine-part semi-structured interview that opened with the question ‘Do you like school?’ Not surprisingly, almost 90?% responded negatively. These boys were then asked to describe when they first began to dislike school, what had triggered their dislike, what they liked least about school, what t作者: 要求比…更好 時(shí)間: 2025-3-25 03:19
Outlines of Perennial Philosophylling students, this approach enables a broad and located view of student behaviour that seeks to develop and extend students’ understandings of themselves and others. A key premise here is that many ‘misbehaviours’ in classrooms are associated with issues of identity and power and, in particular, t作者: CAMP 時(shí)間: 2025-3-25 08:25
https://doi.org/10.1007/978-1-4020-3067-3chools. This chapter presents a case study of six young people from Sudanese refugee backgrounds. With a focus on discipline and student-teacher relationships, I argue that the previous ‘hidden injuries of schooling’ experienced by the students continued to shape their experiences of school in Austr作者: MEN 時(shí)間: 2025-3-25 12:31
https://doi.org/10.1007/978-1-4020-3067-3 reconcile and make decisions about the plethora of legislation, policies and practices that relate to student behaviour in schools. This policy work is messy and complex, and influenced by ideological differences about the status children and the ways to ‘discipline’ them. The challenge for schools作者: 自制 時(shí)間: 2025-3-25 16:43 作者: muster 時(shí)間: 2025-3-25 21:17
Anna Sullivan,Bruce Johnson,Bill LucasPresents an alternative perspective on behaviour management in schools.Brings together leading Australian scholars to answer key questions about behaviour in school environments.Answers back’ to calls作者: wall-stress 時(shí)間: 2025-3-26 00:46
http://image.papertrans.cn/c/image/223558.jpg作者: entrance 時(shí)間: 2025-3-26 08:02 作者: 金桌活畫面 時(shí)間: 2025-3-26 09:04 作者: Mutter 時(shí)間: 2025-3-26 14:55 作者: 榮幸 時(shí)間: 2025-3-26 20:05
,Daring to Disagree About School ‘Discipline’: An Australian Case Study of a Media-Led Backlash,ated with children’s rights, in particular by notoriously outrageous ‘shock jocks’ on talkback radio and some television networks. These revelations present academics and researchers with a difficult choice between taking further reputational risks by continuing to engage in public debates about how作者: 節(jié)約 時(shí)間: 2025-3-26 21:28 作者: bypass 時(shí)間: 2025-3-27 03:11 作者: 懸掛 時(shí)間: 2025-3-27 08:29 作者: DEMN 時(shí)間: 2025-3-27 13:28 作者: interference 時(shí)間: 2025-3-27 16:20
Philipp Franz von Siebold and His Eraated with children’s rights, in particular by notoriously outrageous ‘shock jocks’ on talkback radio and some television networks. These revelations present academics and researchers with a difficult choice between taking further reputational risks by continuing to engage in public debates about how作者: 壁畫 時(shí)間: 2025-3-27 21:07 作者: 思鄉(xiāng)病 時(shí)間: 2025-3-28 00:48
Outlines of Perennial Philosophy pedagogy and assessment, and institutional culture all slip from the diagnostic frame. Analysis has been slight and has followed institutional imperatives. This chapter calls for a rigorous interrogation that helps us to overcome the reduction of discipline to control. As an educational concept dis作者: 勾引 時(shí)間: 2025-3-28 02:15 作者: dictator 時(shí)間: 2025-3-28 08:42 作者: 修正案 時(shí)間: 2025-3-28 11:52
al alternatives to the status quo, the authors suggest practical ways to ‘a(chǎn)nswer back’ to calls for more authoritarian responses to student behaviour within our schools..In doing so, the authors advocate for re978-981-10-9214-5978-981-10-0628-9作者: 駭人 時(shí)間: 2025-3-28 15:12
Challenging Dominant Views on Student Behaviour at SchoolAnswering Back作者: Hirsutism 時(shí)間: 2025-3-28 20:48
Challenging Dominant Views on Student Behaviour at School978-981-10-0628-9作者: 細(xì)頸瓶 時(shí)間: 2025-3-29 02:38 作者: 孵卵器 時(shí)間: 2025-3-29 04:50 作者: 引水渠 時(shí)間: 2025-3-29 09:11
,‘Answering Back’: Some Concluding Thoughts,be done to challenge the status quo? We assert that the book is deliberately provocative in that it critiques current student behaviour management practices, seeks to explain the flawed assumptions that justify those practices, and proposes how things could be better for children in our schools if different practices were adopted.作者: micronized 時(shí)間: 2025-3-29 11:40
Book 2016tify those practices, and proposes how things could be better for children in our schools if different practices were adopted. It is one of the few books to offer alternative ways of addressing the issues associated with student behaviour at school, and exposes the field to serious and sustained cri作者: 會(huì)犯錯(cuò)誤 時(shí)間: 2025-3-29 18:54 作者: 有惡臭 時(shí)間: 2025-3-29 19:54 作者: Aphorism 時(shí)間: 2025-3-30 03:40 作者: 芭蕾舞女演員 時(shí)間: 2025-3-30 08:01
,Reframing ‘Behaviour’ in Schools: The Role of Recognition in Improving Student Wellbeing,uncil (ARC) funded study on wellbeing in schools to explore the potential of a wellbeing lens in furthering understandings and practice around behaviour. Utilising recognition theory, we consider how a more critical approach to wellbeing in schools might concomitantly shape understandings and improve practice around behaviour.作者: 成績(jī)上升 時(shí)間: 2025-3-30 08:22
