Effective classroom teamwork : support or intrusion?

著者

書誌事項

Effective classroom teamwork : support or intrusion?

Gary Thomas

Routledge, 1992

  • : pbk

大学図書館所蔵 件 / 全8件

この図書・雑誌をさがす

注記

Includes bibliographical references and index

内容説明・目次

巻冊次

ISBN 9780415080484

内容説明

The nature of classroom practice is undergoing change as more and more adults are being brought into classrooms in response to such trends as parental involvement and the integration of children with special educational needs. The parents, teachers, ancillary staff and support workers comprising these new groups probabley fail to recognise themselves as teams, but nonetheless they are characterised by the same stresses which mark teamwork in any oter setting. This book is a guide to working together as an effective team, designed to show that they are part of a team, and employ strategies to minimise chances of failure. Gary Thomas identifies key areas of concern, including poor communication, status barriers and inadequate role definition, and offers guidelines for dealing with these stresses and tensions in teamwork.

目次

  • Chapter 1 THE NEW CLASSROOM TEAMS
  • Chapter 2 THE DYNAMICS OF TEAMS
  • Chapter 3 CLASSROOM TEAMS
  • Chapter 4 CLASSROOM TEAMS
  • Chapter 5 A MODEL FOR ANALYSING CLASSROOM TEAMS
  • Chapter 6 INVESTIGATING CLASSROOM TEAMS
  • Chapter 7 THE EXTENT AND NATURE OF THE NEW TEAMWORK
  • Chapter 8 TEACHERS, PARENTS AND ANCILLARIES IN TEAMS
  • Chapter 9 SUPPORT TEACHERS
  • Chapter 10 DIARY OF A SUPPORT TEACHER
  • Chapter 11 TEAM PERSONALITIES
  • Chapter 12 A KEY TO THE PROBLEMS?
  • Chapter 13 THE EFFECT OF DEFINING ROLES
  • Chapter 14 OVERVIEW AND CONCLUSION
  • APPENDIX Extracts from the diary
  • GLOSSARY
  • REFERENCES INDEX
  • SUBJECT INDEX
巻冊次

: pbk ISBN 9780415080491

内容説明

The nature of classroom practice is undergoing change as more and more adults are being brought into classrooms in response to such trends as parental involvement and the integration of children with special educational needs. The parents, teachers, ancillary staff and support workers comprising these new groups probabley fail to recognize themselves as teams, but nonetheless they are characterised by the same stresses which mark teamwork in any oter setting. This book is a guide to working together as an effective team, designed to show that they can function together with great success if they recognize that they are part of a team, and employ strategies to minimize chances of failure. Gary Thomas identifies key areas of concern, including poor communication, status barriers and inadequate role definition, and offers guidelines for dealing with these stresses and tensions in teamwork.

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