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

dc.contributor.authorSaunderson C.
dc.contributor.authorOswald M.
dc.date.accessioned2011-06-02T13:26:04Z
dc.date.available2011-06-02T13:26:04Z
dc.date.issued2009
dc.identifier.citationActa Academica
dc.identifier.citation41
dc.identifier.citation3
dc.identifier.citation142
dc.identifier.citation167
dc.identifier.issn5872405
dc.identifier.urihttp://hdl.handle.net/10019.1/14895
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. © UV/UFS.
dc.titleHigh-school teachers' perceptions of challenging learner behaviour [Hoërskoolonderwysers se sienings van uitdagende leerdergedrag]
dc.typeArticle
dc.description.versionArticle


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