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About this product
Product Identifiers
PublisherFulton Publishers, David
ISBN-101138155411
ISBN-139781138155411
eBay Product ID (ePID)247292496
Product Key Features
Number of Pages180 Pages
Publication NameIncreasing Competence Through Collaborative Problem-Solving : Using Insight into Social and Emotional Factors in Children's Learning
LanguageEnglish
SubjectProfessional Development, General, Learning Styles, Teaching Methods & Materials / General
Publication Year2016
TypeTextbook
AuthorGerda Hanko
Subject AreaEducation
FormatHardcover
Dimensions
Item Weight16 Oz
Item Length9.2 in
Item Width6.1 in
Additional Product Features
Intended AudienceScholarly & Professional
Dewey Edition23
Dewey Decimal371.1
Table Of ContentPart I Enriching the Learning Environment for Pupils and Teachers: Maximising Existing Expertise; Chapter 1 Social and Emotional Factors as Aspects of Cognition; Chapter 2 Collaborative Consultation; Chapter 3 Teachers Using Collaborative Consultation in their Schools: Examples of Case Discussions; Part II Continuing Professional Development: A Framework; Chapter 4 The Meetings: Conceptual Bases and Focus Points; Chapter 5 The Curriculum: Finding Opportunities to Attend to Children's Emotional and Social Realities in Support of their Learning; Chapter 6 The Home and the School: Collaboration with Parents; Chapter 7 Cooperation Between Institutions and Services: Crossing Professional Boundaries; Part III Collaborative Staff Development: Guidelines and Tasks; Chapter 8 Developing Collaborative Problem-Solving: Roles and Tasks of Staff Development Tutors; Chapter 9 Continuing Professional Development: Ongoing Support for Developing a Consultative Role; Chapter 10 Promoting a Coordinated Staff Development Structure: A Summary;
SynopsisFirst Published in 1999. This book is about the use of a specific collaborative problem-solving approach as part of a Continuing Professional Development policy. Collaborative staff development programmes - now envisaged in a DofE (1998) Programme of Action - can assist teachers in responding more appropriately, as an integral part of their daily professional task, to the learning needs of pupils with emotional and behavioural problems.
