High-school teachers' perceptions of challenging learner behaviour [Hoërskoolonderwysers se sienings van uitdagende leerdergedrag]

Saunderson C. ; Oswald M. (2009)


This focuses on persistent behaviour that disrupts teaching and learning on a daily basis. Teachers' perceptions have been investigated within the framework provided by eco-systemic and asset-based approaches to learner behaviour and support. The intensity and prevalence of behavioural challenges were reportedly higher in urban than in rural schools. The eco-systemic and asset-based approaches can be recommended for training teachers to understand and manage learner behaviour. © UV/UFS.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/14895
This item appears in the following collections: