Titlebook: Classroom Management in Language Education; Tony Wright Book 2005 Palgrave Macmillan, a division of Macmillan Publishers Limited 2005 educ

眼界

Raymond Jack (Reader in Social Work)t the macro level of classroom management — for example, conscious decisions to implement particular ‘humanistic’ values or a ‘philosophy’ of care. Others relate to the planning of activity in long-term schemes of work or more immediately in lessons. Most, however, are improvised spontaneously durin

Fracture

https://doi.org/10.1007/978-3-319-24190-6n classroom management activity. Studies of classroom talk have rarely concerned themselves directly with classroom management practices. Rather they have highlighted and accounted for processes which are integral to classroom management, such as turn-taking. The lack of studies of the role of talk

暴行

History of QI and Safety in the USA and participation in classroom management. This chapter examines a series of studies in and out of the classroom which, either through their methodological stance, or through their direct relevance for classroom management, point us in new directions in researching the area.

Spina-Bifida

https://doi.org/10.1007/978-3-319-24190-6n part, due to the relatively narrow definition accorded classroom management, and also the preoccupation of many language teaching professionals with matters such as instructional techniques. In general education, however, particularly in the United States, interest in issues of classroom control a

Vital-Signs

Classroom Management in Language Education978-0-230-51418-8Series ISSN 2946-2258 Series E-ISSN 2946-2266

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原諒

Book 2005acking the complexity of classroom life. In Part 2 existing research and practice are examined through a series of research case studies. Part 3 provides a template for research activity and suggestions for projects and methodologies, and Part 4 collects resources for readers keen to follow up the themes developed in the book.

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