What teachers do : developments in special education
Author(s)
Bibliographic Information
What teachers do : developments in special education
Paul Chapman Pub., c1995
Available at 3 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. 161-169) and index
Description and Table of Contents
Description
'The thinking and gut reactions of the teachers which provides the opening chapter demonstrate the distinctive concerns and dedication which are made manifest throughout the book' - School Organisation
'It is very easy to read with very little jargon and sympathises a great deal with teachers and their growing work load' - Management in Education
This book is about the lives and works of teachers who specialize in the education of children with learning difficulties, in ordinary and special schools. It draws on the examples of good practice and reflective thinking from more than fifty teachers and places these in a framework of considered argument. The chapters bring together teachers writing about their jobs, their ideas, their pupils and the people they work with.
Table of Contents
Introduction
PART ONE: WHAT TEACHERS THINK
PART TWO: ORGANIZING AND PLANNING: INTRODUCTION
Teachers Organizing Themselves
Teachers Planning for Children
Teachers Working with Parents and Others
PART THREE: TEACHERS AND THE CURRICULUM: INTRODUCTION
Teachers and Differentiation
Teachers Using Behavioural and Interactive Approaches
Teachers, Number Work and Reading
Teachers and Whole School Policies.
PART FOUR: TEACHERS AND BEHAVIOUR: INTRODUCTION
Teachers and Challenging Behaviour
PART FIVE: HOW TEACHERS LEARN
Teachers and Professional Development
Conclusion
by "Nielsen BookData"