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Volumn , Issue , 2003, Pages 67-83

Policies for positive behaviour management

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EID: 78649670067     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203167182-6     Document Type: Chapter
Times cited : (6)

References (53)
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  • 2
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    • England: Inclusion and exclusion in a competitive system
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  • 3
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    • Assertive discipline
    • M. Scherer, I. Gersch and L. Fry (eds.), London: Macmillan
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    • Canter, L.1
  • 4
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    • Birmingham: City of Birmingham Education Department
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    • (1998) The Framework for Intervention
  • 5
    • 0033114713 scopus 로고    scopus 로고
    • Theories of inclusion, the¬ories of schools: Deconstructing and reconstructing the inclusive school
    • Clark, C., Dyson, A., Millward, A. and Robson, S. (1999) ‘Theories of inclusion, the¬ories of schools: Deconstructing and reconstructing the inclusive school’, British Educational Research Journal, 25 (2) 157-77.
    • (1999) British Educational Research Journal , vol.25 , Issue.2 , pp. 157-177
    • Clark, C.1    Dyson, A.2    Millward, A.3    Robson, S.4
  • 8
    • 8844241769 scopus 로고    scopus 로고
    • Understanding challenging behaviour: Prerequisites to inclusion
    • C. Tilstone, L. Florian and R. Rose (eds.), London: Routledge
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    • (1998) Promoting Inclusive Practice
    • Cole, T.1
  • 12
    • 85139671694 scopus 로고    scopus 로고
    • The Framework for Intervention: Identifying and Promoting Effective Practice (Second Evaluation Report)
    • Birmingham: The University of Birmingham
    • Cole, T., Visser, J. and Daniels, H. (2000) The Framework for Intervention: Identifying and Promoting Effective Practice (Second Evaluation Report). Report commissioned by the City of Birmingham Education Department. Birmingham: The University of Birmingham.
    • (2000) Report Commissioned by the City of Birmingham Education Department
    • Cole, T.1    Visser, J.2    Daniels, H.3
  • 17
    • 85064299666 scopus 로고    scopus 로고
    • Reducing the need for exclusions and statements for behaviour
    • Daniels, A. and Williams, H. (2000) ‘Reducing the need for exclusions and statements for behaviour’, Educational Psychology in Practice, 15 (4) 221-7.
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    • Discouraged children: When praise does not help
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    • Improving the quality of teaching and learning
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    • (1997) Support for Learning , vol.12 , Issue.4 , pp. 162-165
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    • The role of learning support assistants in the inclusive learning of pupils with severe and profound learning difficulties
    • Lacey, P. (2001) ‘The role of learning support assistants in the inclusive learning of pupils with severe and profound learning difficulties’, Educational Review (Special Issue: Inclusion in Practice), 53 (2) 157-67.
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  • 43
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    • Drama turns into a crisis for blacks
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  • 50
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    • Primary school teacher perceptions of the conditions required to include pupils with special educational needs
    • Rose, R. (2001) ‘Primary school teacher perceptions of the conditions required to include pupils with special educational needs’, Educational Review (Special Issue: Inclusion in Practice), 53 (2) 147-56.
    • (2001) Educational Review (Special Issue: Inclusion in Practice) , vol.53 , Issue.2 , pp. 147-156
    • Rose, R.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.