Andere Kunden interessierten sich auch für
![Pre-service Teacher Education]( "Pre-service Teacher Education")
Pre-service Teacher Education32,99 €![Managing Classroom Behavior with Least Intrusive Approaches]( "Managing Classroom Behavior with Least Intrusive Approaches")
Managing Classroom Behavior with Least Intrusive Approaches38,99 €![Factors Shaping Pre-Service Teacher Identities in an HIV/AIDS Context]( "Factors Shaping Pre-Service Teacher Identities in an HIV/AIDS Context")
Factors Shaping Pre-Service Teacher Identities in an HIV/AIDS Context38,99 €![Learning to Assess students mathematics: pre-service education]( "Learning to Assess students mathematics: pre-service education")
Learning to Assess students mathematics: pre-service education38,99 €![Preparing Pre-Service Teachers for the 21st Century]( "Preparing Pre-Service Teachers for the 21st Century")
Preparing Pre-Service Teachers for the 21st Century32,99 €![MITIGATING STRATEGIES IN THE PRAGMATIC INTERLANGUAGE OF PRE- SERVICE TEACHERS OF ENGLISH]( "MITIGATING STRATEGIES IN THE PRAGMATIC INTERLANGUAGE OF PRE- SERVICE TEACHERS OF ENGLISH")
MITIGATING STRATEGIES IN THE PRAGMATIC INTERLANGUAGE OF PRE- SERVICE TEACHERS OF ENGLISH51,99 €![Pre-service teachers¿ mathematical philosophies and methodologies]( "Pre-service teachers¿ mathematical philosophies and methodologies")
Pre-service teachers¿ mathematical philosophies and methodologies51,99 €
This study examined general education pre-service
teachers knowledge, skills, and dispositions for
dealing with behavior problems in the elementary
classroom. The investigation focused on four areas
including pre-service teacher: (1) knowledge of
characteristics of behavior disorders and strategies
for dealing with behavior problems; (2) skills for
implementing strategies; (3) dispositions to
implement strategies; and (4) perceptions of
barriers and facilitators to the implementation of
strategies for decreasing problematic behaviors.
Results indicated that the pre-service teachers
perceived themselves as prepared in regard to
knowledge and skills for overall classroom
management. They did not, however, perceive
themselves as knowledgeable or skillful in managing
students with problematic behaviors. The pre-service
teachers perceived themselves as being disposed to
implement strategies to manage problematic behavior,
but had difficulty recognizing when they needed to
alter strategies that they were using or use
different strategies.
teachers knowledge, skills, and dispositions for
dealing with behavior problems in the elementary
classroom. The investigation focused on four areas
including pre-service teacher: (1) knowledge of
characteristics of behavior disorders and strategies
for dealing with behavior problems; (2) skills for
implementing strategies; (3) dispositions to
implement strategies; and (4) perceptions of
barriers and facilitators to the implementation of
strategies for decreasing problematic behaviors.
Results indicated that the pre-service teachers
perceived themselves as prepared in regard to
knowledge and skills for overall classroom
management. They did not, however, perceive
themselves as knowledgeable or skillful in managing
students with problematic behaviors. The pre-service
teachers perceived themselves as being disposed to
implement strategies to manage problematic behavior,
but had difficulty recognizing when they needed to
alter strategies that they were using or use
different strategies.