An exploration of the impact of contextual school factors on students' ways of thinking, speaking and acting

Emotional and Behavioural Difficulties

Volumn 15, Issue 3, 2010, Pages 239-255

  Learoyd Smith, Susannah ^a  

^a UNIVERSITY OF BATH   (United Kingdom)

Author keywords

Academic attainment; Classification; Framing; Instructional and regulative discourse; Pedagogy; School transition; Social and emotional development

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; BEHAVIOR DISORDER; CHILD DEVELOPMENT; CLASSIFICATION; EMOTIONAL DISORDER; ENVIRONMENTAL FACTOR; EXPLORATORY RESEARCH; GOVERNMENT; HUMAN; INTERPERSONAL COMMUNICATION; ORGANIZATIONAL STRUCTURE; PEDAGOGICS; PRIORITY JOURNAL; PSYCHOLOGICAL WELL BEING; PSYCHOSOCIAL DEVELOPMENT; SOCIAL ASPECT; SOCIAL LEARNING; SOCIOLOGICAL THEORY; STUDENT ATTITUDE; THINKING; UNITED KINGDOM;

EID: 77955065759     PISSN: 13632752     EISSN: 17412692     Source Type: Journal    
DOI: 10.1080/13632752.2010.497663     Document Type: Article

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