標(biāo)題: Titlebook: Interpersonal Relationships in Education; An Overview of Conte Theo Wubbels,Perry den Brok,Jack Levy Book 2012 SensePublishers 2012 learnin [打印本頁(yè)] 作者: 乳缽 時(shí)間: 2025-3-21 20:02
書(shū)目名稱(chēng)Interpersonal Relationships in Education影響因子(影響力)
書(shū)目名稱(chēng)Interpersonal Relationships in Education影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Interpersonal Relationships in Education網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Interpersonal Relationships in Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Interpersonal Relationships in Education被引頻次
書(shū)目名稱(chēng)Interpersonal Relationships in Education被引頻次學(xué)科排名
書(shū)目名稱(chēng)Interpersonal Relationships in Education年度引用
書(shū)目名稱(chēng)Interpersonal Relationships in Education年度引用學(xué)科排名
書(shū)目名稱(chēng)Interpersonal Relationships in Education讀者反饋
書(shū)目名稱(chēng)Interpersonal Relationships in Education讀者反饋學(xué)科排名
作者: 享樂(lè)主義者 時(shí)間: 2025-3-21 22:08 作者: 我吃花盤(pán)旋 時(shí)間: 2025-3-22 02:59 作者: 使?jié)M足 時(shí)間: 2025-3-22 06:15 作者: POINT 時(shí)間: 2025-3-22 08:42
Introduction tocused learning environments and its determinants and effects’ (Aldridge & Fraser, 2008) and ‘a(chǎn)pplications of Rasch measurement in learning environments research’ (Cavanagh & Waugh, 2011), the present volume entirely focuses on the interpersonal aspect of the learning environment.作者: appall 時(shí)間: 2025-3-22 15:12 作者: 身心疲憊 時(shí)間: 2025-3-22 19:33 作者: glomeruli 時(shí)間: 2025-3-22 21:57
An Observational Study of Teachers’ Affilliation and Control Behaviours towards Kindergarten Childregan studying bullying in the 1970s and continues his work today. The bulk of early research on bullying generally indicates younger children are bullied more than older children and declines as children get older (Hoover, Oliver, & Hazler, 1992; Rigby & Slee, 1991; Ziegler & Rosenstein-Manner, 1991;作者: BILK 時(shí)間: 2025-3-23 01:21
Exploring Patterns of Interpersonal Relationships among Teachersips among educators. Recent studies suggest that relationships among teachers are important in building strong school communities (Penuel, Riel, Krause, & Frank, 2009), and that strong teacher networks can enhance teacher commitment and give teachers a sense of belonging and efficacy (Grodsky & Gamo作者: 反感 時(shí)間: 2025-3-23 07:10 作者: HAWK 時(shí)間: 2025-3-23 12:15 作者: 假設(shè) 時(shí)間: 2025-3-23 16:55
Relations Among Beginning Teachers’ Self-Reported Aggression, Unconscious Motives, Personality, Rolee level of research activity into the area is small (Sava, 2002). Writing about teacher aggression is widespread in the non-English literature: in France, Romania, Russia, and Spain (Sava, 2002). Reports have also appeared in Australia (Lewis & Riley, 2009), China and Israel (Lewis, Romi, Katz, & Qu作者: motor-unit 時(shí)間: 2025-3-23 22:06 作者: sleep-spindles 時(shí)間: 2025-3-24 01:11
Teacher-Student Interpersonal Behaviour in the Turkish Primary to Higher Education Contextthe premise that high-quality teacher-student relationships are an important factor in effective teaching. Teachers’ behaviours as perceived by students from an interpersonal perspective have an effect on students’ achievement, motivation and attitudes (e.g., Martin & Dowson, 2009; Reid, 2007). The 作者: SMART 時(shí)間: 2025-3-24 05:25
Teacher-Student Interpersonal Behaviour in the Turkish Primary to Higher Education Contextdrastic changes occurring in everyday’s life of students during the critical transition from primary to secondary school (Hargreaves, Earl, & Ryan, 1996; Howard & Johnson, 2004). The culture of primary school focuses on providing caring and hospitable environments, offering a sense of belonging and 作者: VOC 時(shí)間: 2025-3-24 07:20
Let’s Make Things Better this book because despite considerable progress in the study of interpersonal relationships in education during the last two decades, a great deal of work remains. Two topics are particularly relevant. First, further development is needed on the theoretical basis of the Model for Interpersonal Teac作者: Fecundity 時(shí)間: 2025-3-24 14:02
and social psychology, teacher and school effectiveness research, and communication and language studies, among other fields. They cover relationships of teachers with individual students and among peers, and relationships bet978-94-6091-939-8作者: Irremediable 時(shí)間: 2025-3-24 16:52
Theo Wubbels,Perry Den Brok,Jan Van Tartwijk,Jack Levy作者: Regurgitation 時(shí)間: 2025-3-24 20:41 作者: Magisterial 時(shí)間: 2025-3-25 02:27
Katharina Fricke,Isabell Van Ackeren,Alexander Kauertz,Hans E. Fischer作者: idiopathic 時(shí)間: 2025-3-25 04:57
Ridwan Maulana,Marie-Christine Opdenakker,Perry Den Brok,Roel J. Bosker作者: CORD 時(shí)間: 2025-3-25 07:37
Theo Wubbels,Marie-Christine Opdenakker,Perry Den Brok作者: nocturia 時(shí)間: 2025-3-25 11:50
Nienke M. Moolenaar,Alan J. Daly,Peter J. J. Sleegers einer bestimmten Geschwindigkeit auf. Der Führungsstift beschleunigt den Eindringk?rper (Kugel + Halter) auf die Geschwindigkeit, mit der dieser in die Probe eindringt. Die Zusammendrückung der Feder und damit die Anfangsgeschwi ndigkeit h?ngt von der jeweils gew?hlten Einstellung ab. Für die halbe作者: enmesh 時(shí)間: 2025-3-25 17:34 作者: 手勢(shì) 時(shí)間: 2025-3-25 20:27
Maria Georgiou,Leonidas Kyriakides einer bestimmten Geschwindigkeit auf. Der Führungsstift beschleunigt den Eindringk?rper (Kugel + Halter) auf die Geschwindigkeit, mit der dieser in die Probe eindringt. Die Zusammendrückung der Feder und damit die Anfangsgeschwi ndigkeit h?ngt von der jeweils gew?hlten Einstellung ab. Für die halbe作者: INCUR 時(shí)間: 2025-3-26 03:35
bei Gewichtsprozentdarstellung eine Verzerrung dieser Geraden eintritt. Die Wirkung einiger Elemente steht im Widerspruch zu den gemachten Erfahrungen, wonach beispielsweise Schwefel die Erstarrung nach dem metastabilen System f?rdert, nach den Ergebnissen der vorliegenden Arbeit aber graphitisieren作者: Lice692 時(shí)間: 2025-3-26 08:03
Book 2012developed and sustained. Contributions come from among others educational and social psychology, teacher and school effectiveness research, and communication and language studies, among other fields. They cover relationships of teachers with individual students and among peers, and relationships bet作者: 果仁 時(shí)間: 2025-3-26 11:39 作者: misanthrope 時(shí)間: 2025-3-26 13:03 作者: abreast 時(shí)間: 2025-3-26 17:37 作者: 不容置疑 時(shí)間: 2025-3-27 00:16
Theo Wubbels,Perry den Brok,Jack LevyWritten by experts, Gives a modern approach, Comprehensive in Scope作者: ostrish 時(shí)間: 2025-3-27 01:06
Advances in Learning Environments Researchhttp://image.papertrans.cn/i/image/472658.jpg作者: 系列 時(shí)間: 2025-3-27 06:35 作者: 挑剔小責(zé) 時(shí)間: 2025-3-27 10:13
Teacher-Student Relationships and Adolescent Competence at Schooland engaging students to learn (Wentzel, 2009). Effective teachers are typically described as those who develop relationships with students that are emotionally close, safe, and trusting, who provide access to instrumental help, and who foster a more general ethos of community and caring in classrooms.作者: terazosin 時(shí)間: 2025-3-27 15:10
An Observational Study of Teachers’ Affilliation and Control Behaviours towards Kindergarten Childregan studying bullying in the 1970s and continues his work today. The bulk of early research on bullying generally indicates younger children are bullied more than older children and declines as children get older (Hoover, Oliver, & Hazler, 1992; Rigby & Slee, 1991; Ziegler & Rosenstein-Manner, 1991; Zindi, 1994).作者: 別炫耀 時(shí)間: 2025-3-27 19:04
Exploring Patterns of Interpersonal Relationships among Teachersips among educators. Recent studies suggest that relationships among teachers are important in building strong school communities (Penuel, Riel, Krause, & Frank, 2009), and that strong teacher networks can enhance teacher commitment and give teachers a sense of belonging and efficacy (Grodsky & Gamoran, 2003).作者: 收養(yǎng) 時(shí)間: 2025-3-28 00:11
in education. Clearly, positive teacher-student relationships strongly contribute to student learning. Problematic relationships on the other hand can be detrimental to student outcomes and development. Productive learning environments are characterized by supportive and warm interactions throughout作者: dandruff 時(shí)間: 2025-3-28 02:48
Book 2012bute to student learning. Problematic relationships on the other hand can be detrimental to student outcomes and development. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, teacher learning 作者: PALMY 時(shí)間: 2025-3-28 09:43 作者: 的是兄弟 時(shí)間: 2025-3-28 13:55 作者: 原諒 時(shí)間: 2025-3-28 15:48
Relations Among Beginning Teachers’ Self-Reported Aggression, Unconscious Motives, Personality, Rolei, 2008), Poland (Piekarska, 2000), Scotland (Munn, Johstone, & Sharp, 2004), and Japan (Treml, 2001). In Europe, the term . has been coined for the experience of “a faulty education that harms children” medically, psychologically, or educationally (Sava, 2002, p. 1008).作者: 敵意 時(shí)間: 2025-3-28 21:19 作者: 緯線 時(shí)間: 2025-3-29 00:06
Teacher-Student Interpersonal Behaviour in the Turkish Primary to Higher Education Contextsustaining cohesion to collective young individuals. In contrast, secondary school culture is directed to teaching specific subjects and differentiation of students based upon academic achievement leading to the construction of fragmented and isolated experiences (Howard & Johnson, 2004).作者: 激怒某人 時(shí)間: 2025-3-29 06:42 作者: 禮節(jié) 時(shí)間: 2025-3-29 08:54
The Impact of Teacher and Principal Interpersonal Behaviour on Student Learning Outcomesy the availability of particular software for the analysis of multilevel data, have enabled more efficient estimates of teacher and school differences in student achievement to be obtained (Goldstein, 2003).作者: Conjuction 時(shí)間: 2025-3-29 11:46
Students’ Perceptions of their Teachers’ Classroom Management in Elementary and Secondary Science Leluences teacher-student interactions (Brophy, 2006), but also the amount of academic learning time. This is particularly so in well-organized classrooms, “where activities run smoothly, transitions are brief and orderly, and little time is spent getting organized or dealing with misconduct” (Brophy, 1986, p. 1070).作者: 適宜 時(shí)間: 2025-3-29 17:12
Anomalien von Geschlechtschromosomen,nd aged care complex in a metropolitan setting in Queensland, Australia..This paper reports on the development of the model and outlines the project scope and experiences, the outcomes and learnings achieved, and details the planning considerations for future developments.作者: molest 時(shí)間: 2025-3-29 22:23
Jackson Ondiko,Jaap Hoffmann,Ben Sebitosi,K. Ashish Chandran,C. S. Sujith Kumaris also a frequent title on book-club reading lists. While some critical attention was paid to Levy’s work before the publication of ., so phenomenally popular was her fourth novel that critical interest in her early work has increased significantly over the last decade. In 2010 Levy cemented her pl作者: Overdose 時(shí)間: 2025-3-29 23:57
Biology of Extracellular HSP60 in the extracellular medium, HSP60 acts as a danger signaling molecule. Thus, stressed or damaged cells can stimulate the immune system. Indeed, this extracellular HSP60 are involved in several inflammatory pathologies.作者: amygdala 時(shí)間: 2025-3-30 06:13 作者: 知識(shí) 時(shí)間: 2025-3-30 09:05 作者: wreathe 時(shí)間: 2025-3-30 13:43 作者: Absenteeism 時(shí)間: 2025-3-30 19:23
