eprintid: 10002821
rev_number: 24
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/28/21
datestamp: 2010-04-01 08:45:06
lastmod: 2017-12-07 21:07:54
status_changed: 2010-04-01 08:45:06
type: book_section
metadata_visibility: show
item_issues_count: 0
creators_name: Watkins, Chris
creators_name: Wagner, P
creators_id: c.watkins@ioe.ac.uk
creators_id: 
title: Improving classroom behaviour
ispublished: pub
divisions: B14
keywords: Pedagogy
note: a. classroom behaviour b. A contextual stance on the classroom and classrom difficulties is dveloped into an original approach for diagnosing difficulties and improving matters c. this represents a more powerful and less reactice stance than that ususally found in theory, policy and practice f. This chapter was invited as the main contribution to this international collection edited by colleagues at Open University and elsewhere. th ebook proposal was reviewed through the pulishers. g. Authorship: CW 80%. The co-author leads the most highly rated (by schools) Educational Psychology service in England & Wales This document has been closed because the publisher's permission has not been verified.
date: 2005
date_type: published
publisher: David Fulton
language: eng
full_text_status: restricted
place_of_pub: London
pagerange: 219-259
pages: 41
refereed: FALSE
isbn: 978-1843122319
book_title: Addressing Pupils' Behaviour: Responses at District, School and Individual Levels
editors_name: Richmond, R C
editors_name: Wearmouth, J.
editors_name: Glynn, T.
editors_name: Richmond, R.C.
citation:        Watkins, Chris;    Wagner, P;      (2005)    Improving classroom behaviour.                    In: Richmond, R C and Wearmouth, J. and Glynn, T. and Richmond, R.C., (eds.) Addressing Pupils' Behaviour: Responses at District, School and Individual Levels. (pp. 219-259).   David Fulton: London.      
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10002821/1/Watkins2004behaviour219.pdf