Literaturnachweis - Detailanzeige
| Autor/in | Murray, Christopher |
|---|---|
| Titel | Supportive Teacher-Student Relationships: Promoting the Social and Emotional Health of Early Adolescents with High Incidence Disabilities. |
| Quelle | In: Childhood Education, 78 (2002) 5, S.285-90Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-4056 |
| Schlagwörter | Stellungnahme; Classroom Environment; Disabilities; Early Adolescents; Mental Health; Middle School Teachers; Middle Schools; Social Development; Social Integration; Students; Teacher Influence; Teacher Role; Teacher Student Relationship Klassenklima; Unterrichtsklima; Handicap; Behinderung; Psychohygiene; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Soziale Entwicklung; Soziale Integration; Student; Schüler; Schülerin; Studentin; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung |
| Abstract | Contends that supportive teacher-student relationships can benefit students' social, behavioral, emotional, and academic health. Offers five recommendations for teachers working with adolescents with high incidence disabilities: (1) provide students adult support within school; (2) teach skills for building strong adult relationships; (3) focus on students' backgrounds; (4) notice classroom interactions; and (5) model and expect appropriate behavior. (SD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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