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RT Book, Whole SR Electronic DC OPAC T1 Classroom Behaviour Management in the Post-School Sector : Student and Teacher Perspectives on the Battle Against Being Educated / by Mervyn Lebor A1 Lebor, Mervyn A1 SpringerLink (Online service) YR 2017 FD 2017 SP X, 228 p K1 Continuing education K1 Teachers -- Training of K1 Learning, Psychology of K1 Educational tests and measurements K1 School management and organization K1 School administration K1 Schools K1 Lifelong Learning K1 Teaching and Teacher Education K1 Instructional Psychology K1 Assessment and Testing K1 Organization and Leadership K1 School and Schooling ED 1st ed. 2017. PB Springer International Publishing : Imprint: Palgrave Macmillan PP Cham SN 9783319570518 LA English (英語) CL LCC:LC5201-6660.4 CL DC23:374 NO 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 NO 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. NO HTTP:URL=https://doi.org/10.1007/978-3-319-57051-8 NO 書誌ID=EB16356927; LK [E Book]https://doi.org/10.1007/978-3-319-57051-8 OL 30