Increasing competence through collaborative problem-solving: using insight into social and emotional factors in children's learning
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York
Routledge
2016
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| Schriftenreihe: | 3D Photorealistic Rendering
|
| Schlagworte: | |
| Online-Zugang: | TUM01 |
| Beschreibung: | Print version record. - "A David Fulton book.". - "First published 1999 by David Fulton Publishers." |
| Beschreibung: | 1 online resource |
| ISBN: | 9781136623547 113662354X |
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| 245 | 1 | 0 | |a Increasing competence through collaborative problem-solving |b using insight into social and emotional factors in children's learning |c Gerda Hanko |
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| 505 | 8 | |a Cover; Title Page; Copyright Page; Table of Contents; Acknowledgements; Preface; Introduction; Part I: Enriching the Learning Environment for Pupils and Teachers: Maximising Existing Expertise; 1 Social and Emotional Factors as Aspects of Cognition; Social factors in learning; Emotional factors in learning; 2 Collaborative Consultation; Continuing development of competence; Creating a good learning environment: the concept of consultation and its practice in schools; Introducing a consultative problem-solving framework as part of a professional development plan | |
| 505 | 8 | |a 3 Teachers Using Collaborative Consultation in their Schools: Examples of Case DiscussionsCreating a good learning relationship at critical moments; (i) A case of extreme withdrawal; (ii) An angry ten-year-old boy; (iii) A hostile fourteen-year-old girl; Improving learning situations in a variety of school settings and at different stages in the life of a group; A teacher facing a child in turmoil about his mother in prison; Two examples of first case discussions; How groups develop their competence from case to case; (i) Development of skills in a three-term inter-school primary staff group | |
| 505 | 8 | |a (Ii) Development of skills in a two-term inter-school primary staff group(iii) Two case discussions of a two-term inter-school secondary staff group; Preparing the ground for additional professional help; Summary; Part II: Continuing Professional Development: A Framework ; 4 The Meetings: Conceptual Bases and Focus Points; Conceptual Bases; Focus Points; Sharing knowledge; (i) About the child; (ii) About the classroom group; (iii) About the teacher-pupil interaction; Restoring objectivity; Sharing skills; Restoring confidence | |
| 505 | 8 | |a 5 The Curriculum: Finding Opportunities to Attend to Children's Emotional and Social Realities in Support of their LearningPupils' concerns as an integral part of the curriculum: no lessening of conceptual rigour; Relating subject language to basic themes in life and learning; 6 The Home and the School: Collaboration with Parents; 7 Cooperation Between Institutions and Services: Crossing Professional Boundaries; Dismantling the 'Berlin Wall': But what then?; Part III: Collaborative Staff Development: Guidelines and Tasks | |
| 505 | 8 | |a 8 Developing Collaborative Problem-Solving: Roles and Tasks of Staff Development TutorsViewing the landscape; Knowing the stumbling blocks; Initiating a staff development group; (i) First approaches within or to the institution; (ii) Introducing consultancy support work to the teaching staff ; Work with the groups; (i) Early group meetings: fixed roles, hierarchies and expectations about the consultant's role; (ii) Stages of development in the groups; (iii) Case follow-ups; (iv) Interpretations and interim evaluations; (v) Endings and post-course follow-ups | |
| 650 | 7 | |a EDUCATION / Administration / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a Affective education |2 fast | |
| 650 | 7 | |a Learning, Psychology of |2 fast | |
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Datensatz im Suchindex
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| any_adam_object | |
| author | Hanko, Gerda |
| author_facet | Hanko, Gerda |
| author_role | aut |
| author_sort | Hanko, Gerda |
| author_variant | g h gh |
| building | Verbundindex |
| bvnumber | BV044360443 |
| collection | ZDB-4-NLEBK |
| contents | Cover; Title Page; Copyright Page; Table of Contents; Acknowledgements; Preface; Introduction; Part I: Enriching the Learning Environment for Pupils and Teachers: Maximising Existing Expertise; 1 Social and Emotional Factors as Aspects of Cognition; Social factors in learning; Emotional factors in learning; 2 Collaborative Consultation; Continuing development of competence; Creating a good learning environment: the concept of consultation and its practice in schools; Introducing a consultative problem-solving framework as part of a professional development plan 3 Teachers Using Collaborative Consultation in their Schools: Examples of Case DiscussionsCreating a good learning relationship at critical moments; (i) A case of extreme withdrawal; (ii) An angry ten-year-old boy; (iii) A hostile fourteen-year-old girl; Improving learning situations in a variety of school settings and at different stages in the life of a group; A teacher facing a child in turmoil about his mother in prison; Two examples of first case discussions; How groups develop their competence from case to case; (i) Development of skills in a three-term inter-school primary staff group (Ii) Development of skills in a two-term inter-school primary staff group(iii) Two case discussions of a two-term inter-school secondary staff group; Preparing the ground for additional professional help; Summary; Part II: Continuing Professional Development: A Framework ; 4 The Meetings: Conceptual Bases and Focus Points; Conceptual Bases; Focus Points; Sharing knowledge; (i) About the child; (ii) About the classroom group; (iii) About the teacher-pupil interaction; Restoring objectivity; Sharing skills; Restoring confidence 5 The Curriculum: Finding Opportunities to Attend to Children's Emotional and Social Realities in Support of their LearningPupils' concerns as an integral part of the curriculum: no lessening of conceptual rigour; Relating subject language to basic themes in life and learning; 6 The Home and the School: Collaboration with Parents; 7 Cooperation Between Institutions and Services: Crossing Professional Boundaries; Dismantling the 'Berlin Wall': But what then?; Part III: Collaborative Staff Development: Guidelines and Tasks 8 Developing Collaborative Problem-Solving: Roles and Tasks of Staff Development TutorsViewing the landscape; Knowing the stumbling blocks; Initiating a staff development group; (i) First approaches within or to the institution; (ii) Introducing consultancy support work to the teaching staff ; Work with the groups; (i) Early group meetings: fixed roles, hierarchies and expectations about the consultant's role; (ii) Stages of development in the groups; (iii) Case follow-ups; (iv) Interpretations and interim evaluations; (v) Endings and post-course follow-ups |
| ctrlnum | (ZDB-4-NLEBK)ocn937392361 (OCoLC)937392361 (DE-599)BVBBV044360443 |
| dewey-full | 371.1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.1 |
| dewey-search | 371.1 |
| dewey-sort | 3371.1 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Hanko, Gerda Verfasser aut Increasing competence through collaborative problem-solving using insight into social and emotional factors in children's learning Gerda Hanko New York Routledge 2016 1 online resource txt rdacontent c rdamedia cr rdacarrier 3D Photorealistic Rendering Print version record. - "A David Fulton book.". - "First published 1999 by David Fulton Publishers." Cover; Title Page; Copyright Page; Table of Contents; Acknowledgements; Preface; Introduction; Part I: Enriching the Learning Environment for Pupils and Teachers: Maximising Existing Expertise; 1 Social and Emotional Factors as Aspects of Cognition; Social factors in learning; Emotional factors in learning; 2 Collaborative Consultation; Continuing development of competence; Creating a good learning environment: the concept of consultation and its practice in schools; Introducing a consultative problem-solving framework as part of a professional development plan 3 Teachers Using Collaborative Consultation in their Schools: Examples of Case DiscussionsCreating a good learning relationship at critical moments; (i) A case of extreme withdrawal; (ii) An angry ten-year-old boy; (iii) A hostile fourteen-year-old girl; Improving learning situations in a variety of school settings and at different stages in the life of a group; A teacher facing a child in turmoil about his mother in prison; Two examples of first case discussions; How groups develop their competence from case to case; (i) Development of skills in a three-term inter-school primary staff group (Ii) Development of skills in a two-term inter-school primary staff group(iii) Two case discussions of a two-term inter-school secondary staff group; Preparing the ground for additional professional help; Summary; Part II: Continuing Professional Development: A Framework ; 4 The Meetings: Conceptual Bases and Focus Points; Conceptual Bases; Focus Points; Sharing knowledge; (i) About the child; (ii) About the classroom group; (iii) About the teacher-pupil interaction; Restoring objectivity; Sharing skills; Restoring confidence 5 The Curriculum: Finding Opportunities to Attend to Children's Emotional and Social Realities in Support of their LearningPupils' concerns as an integral part of the curriculum: no lessening of conceptual rigour; Relating subject language to basic themes in life and learning; 6 The Home and the School: Collaboration with Parents; 7 Cooperation Between Institutions and Services: Crossing Professional Boundaries; Dismantling the 'Berlin Wall': But what then?; Part III: Collaborative Staff Development: Guidelines and Tasks 8 Developing Collaborative Problem-Solving: Roles and Tasks of Staff Development TutorsViewing the landscape; Knowing the stumbling blocks; Initiating a staff development group; (i) First approaches within or to the institution; (ii) Introducing consultancy support work to the teaching staff ; Work with the groups; (i) Early group meetings: fixed roles, hierarchies and expectations about the consultant's role; (ii) Stages of development in the groups; (iii) Case follow-ups; (iv) Interpretations and interim evaluations; (v) Endings and post-course follow-ups EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Affective education fast Learning, Psychology of fast Teachers / In-service training fast Psychology of Lehrer Learning, Psychology of Teachers In-service training Great Britain Affective education Great Britain Lehrerfortbildung (DE-588)4035096-4 gnd rswk-swf Problemlösen (DE-588)4076358-4 gnd rswk-swf Großbritannien Problemlösen (DE-588)4076358-4 s Lehrerfortbildung (DE-588)4035096-4 s 1\p DE-604 Erscheint auch als Druck-Ausgabe Hanko, Gerda Increasing Competence Through Collaborative Problem-Solving : Using Insight Into Social and Emotional Factors in Children's Learning London : Taylor and Francis,c2016 9781853466007 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Hanko, Gerda Increasing competence through collaborative problem-solving using insight into social and emotional factors in children's learning Cover; Title Page; Copyright Page; Table of Contents; Acknowledgements; Preface; Introduction; Part I: Enriching the Learning Environment for Pupils and Teachers: Maximising Existing Expertise; 1 Social and Emotional Factors as Aspects of Cognition; Social factors in learning; Emotional factors in learning; 2 Collaborative Consultation; Continuing development of competence; Creating a good learning environment: the concept of consultation and its practice in schools; Introducing a consultative problem-solving framework as part of a professional development plan 3 Teachers Using Collaborative Consultation in their Schools: Examples of Case DiscussionsCreating a good learning relationship at critical moments; (i) A case of extreme withdrawal; (ii) An angry ten-year-old boy; (iii) A hostile fourteen-year-old girl; Improving learning situations in a variety of school settings and at different stages in the life of a group; A teacher facing a child in turmoil about his mother in prison; Two examples of first case discussions; How groups develop their competence from case to case; (i) Development of skills in a three-term inter-school primary staff group (Ii) Development of skills in a two-term inter-school primary staff group(iii) Two case discussions of a two-term inter-school secondary staff group; Preparing the ground for additional professional help; Summary; Part II: Continuing Professional Development: A Framework ; 4 The Meetings: Conceptual Bases and Focus Points; Conceptual Bases; Focus Points; Sharing knowledge; (i) About the child; (ii) About the classroom group; (iii) About the teacher-pupil interaction; Restoring objectivity; Sharing skills; Restoring confidence 5 The Curriculum: Finding Opportunities to Attend to Children's Emotional and Social Realities in Support of their LearningPupils' concerns as an integral part of the curriculum: no lessening of conceptual rigour; Relating subject language to basic themes in life and learning; 6 The Home and the School: Collaboration with Parents; 7 Cooperation Between Institutions and Services: Crossing Professional Boundaries; Dismantling the 'Berlin Wall': But what then?; Part III: Collaborative Staff Development: Guidelines and Tasks 8 Developing Collaborative Problem-Solving: Roles and Tasks of Staff Development TutorsViewing the landscape; Knowing the stumbling blocks; Initiating a staff development group; (i) First approaches within or to the institution; (ii) Introducing consultancy support work to the teaching staff ; Work with the groups; (i) Early group meetings: fixed roles, hierarchies and expectations about the consultant's role; (ii) Stages of development in the groups; (iii) Case follow-ups; (iv) Interpretations and interim evaluations; (v) Endings and post-course follow-ups EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Affective education fast Learning, Psychology of fast Teachers / In-service training fast Psychology of Lehrer Learning, Psychology of Teachers In-service training Great Britain Affective education Great Britain Lehrerfortbildung (DE-588)4035096-4 gnd Problemlösen (DE-588)4076358-4 gnd |
| subject_GND | (DE-588)4035096-4 (DE-588)4076358-4 |
| title | Increasing competence through collaborative problem-solving using insight into social and emotional factors in children's learning |
| title_auth | Increasing competence through collaborative problem-solving using insight into social and emotional factors in children's learning |
| title_exact_search | Increasing competence through collaborative problem-solving using insight into social and emotional factors in children's learning |
| title_full | Increasing competence through collaborative problem-solving using insight into social and emotional factors in children's learning Gerda Hanko |
| title_fullStr | Increasing competence through collaborative problem-solving using insight into social and emotional factors in children's learning Gerda Hanko |
| title_full_unstemmed | Increasing competence through collaborative problem-solving using insight into social and emotional factors in children's learning Gerda Hanko |
| title_short | Increasing competence through collaborative problem-solving |
| title_sort | increasing competence through collaborative problem solving using insight into social and emotional factors in children s learning |
| title_sub | using insight into social and emotional factors in children's learning |
| topic | EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Affective education fast Learning, Psychology of fast Teachers / In-service training fast Psychology of Lehrer Learning, Psychology of Teachers In-service training Great Britain Affective education Great Britain Lehrerfortbildung (DE-588)4035096-4 gnd Problemlösen (DE-588)4076358-4 gnd |
| topic_facet | EDUCATION / Administration / General EDUCATION / Organizations & Institutions Affective education Learning, Psychology of Teachers / In-service training Psychology of Lehrer Learning, Psychology of Teachers In-service training Great Britain Affective education Great Britain Lehrerfortbildung Problemlösen Großbritannien |
| work_keys_str_mv | AT hankogerda increasingcompetencethroughcollaborativeproblemsolvingusinginsightintosocialandemotionalfactorsinchildrenslearning |