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High-school teachers' perceptions of challenging learner behaviour

dc.contributor.authorSaunderson, Claudiaen_ZA
dc.contributor.authorOswald, Marietjieen_ZA
dc.date.accessioned2011-06-02T13:26:04Z
dc.date.available2011-06-02T13:26:04Z
dc.date.issued2009
dc.identifier.citationSaunderson, C. & Oswald, M. 2009. High-school teachers' perceptions of challenging learner behaviour. Acta Academica, 41(3):142-147
dc.identifier.issn2415-0479 (online)
dc.identifier.issn0587-2405 (print)
dc.identifier.urihttp://hdl.handle.net/10019.1/14895
dc.descriptionCITATION: Saunderson, C. & Oswald, M. 2009. High-school teachers' perceptions of challenging learner behaviour. Acta Academica, 41(3):142-147.
dc.descriptionThe original publication is available at http://journals.ufs.ac.za
dc.description.abstractThis 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.
dc.description.urihttp://journals.ufs.ac.za/index.php/aa/article/view/1221
dc.format.extent26 pages
dc.language.isoen_ZAen_ZA
dc.publisherSUN MeDIA Bloemfontein
dc.subjectTeaching and learningen_ZA
dc.subjectStudent disciplineen_ZA
dc.subjectClassroom managementen_ZA
dc.subjectBehavior modificationen_ZA
dc.subjectHigh school students -- Conduct of lifeen_ZA
dc.titleHigh-school teachers' perceptions of challenging learner behaviouren_ZA
dc.title.alternativeHoërskoolonderwysers se sienings van uitdagende leerdergedragaf_za
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyright


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