Doing Sociology of Education (RLE Edu L) (Routledge Library Editions: Education)

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Ashman , A. Education across the life-span.

Doing Sociology of Education (RLE Edu L) - CRC Press Book

Students with an intellectual disability. Bramston and G. Parsons Ed. Aging and disability. Annison , J. Jenkinson , J.

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Sparrow and J. Bethune Ed. Schooling and integration. Stratford and P.

Gunn Ed. Cognitive strategies and teaching-learning processes for students with developmental disabilities.

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In D-y Chung Ed. Aging: Looking toward changes to existing services. Arthur , R. Conway and P. Foreman Ed. M and Ashman, A. The effects on students of structured cooperative learning. Foot , C. Howe , A. Anderson , A. Providing learning opportunities for all children. A life-span approach to education. Students with intellectual disabilities. Conway, R. Teaching students to accept responsibility for their behaviour through planning skills. Willis and J. Izard Ed. Intervention research in Australia. Wong Ed. Process-Based Instruction: Integrating assessment and instruction.

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Haywood and D. Tzuriel Ed. Art and education for very young children with special needs.

Wright Ed. Cognitive strategies for use in classes containing students with diverse abilities. Ashman Ed. Cooperative learning among special students. In Foot, H. A model for integrating processing strategies and curriculum content. Fraser Ed. Special education across the lifespan.

Special education and special children. Intellectual disability. Process-Based Instruction: A model for teaching students with special needs in mainstream classes. Integration: A faded philosophical snapshot? Process-based instruction: Incorporating learning skills within curriculum areas. Bartnik , G. Lewis and P. Hyperactivity, methylphenidate, and complex human cognition. Gadow Ed. Rights, interests, and mental handicap. Laura and A. Laura, R. The philosophy of special education. Three facets of education and training for the retarded: Some developments and trends.

Ashman and R. Laura Ed. Problem solving and planning: Two sides of the same coin. A perspective on education and training of the retarded. F The cognitive abilities of the moderately and severely retarded.

Kirby Ed. Changes in educational and residential care for the mentally retarded. Pre-school education for delayed children. Das Ed. Alauddin, Mohammad , Ashman, Adrian , Nghiem, Son and Lovell, Knox What determines students' expectations and preferences in university teaching and learning?

An instrumental variable approach. Journal of Psychoeducational Assessment , 32 2 : - Alauddin, Mohammad and Ashman, Adrian The changing academic environment and diversity in students' study philosophy, beliefs and attitudes in higher education. Australian Journal of Guidance and Counselling , 23 1 : 49 - Carroll, Annemaree , Ashman, Adrian , Hemingway, Francene , Bower, Julie and Houghton, Stephen A preliminary evaluation of Mindfields: a self-regulatory cognitive behavioural program for school-aged adolescent offenders.

Australian Educational and Developmental Psychologist , 29 2 : 81 - Carroll, Annemaree , Hemingway, Francene , Ashman, Adrian and Bower, Julie Establishing the psychometric properties of an interactive, self-regulation assessment battery for young offenders.

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Australian Journal of Guidance and Counselling , 22 1 : - International Journal of Educational Research , 53 9 - Ashman, Adrian Modelling inclusive practices in postgraduate tertiary educaiton courses. International Journal of Disability, Development and Education , 50 1 : 77 - Journal of Intellectual and Developmental Disability , 26 1 : 51 - Journal of Intellectual and Developmental Disability , 25 2 : - Journal of Intellectual Disability Research , 44 - Journal of Special Education , 34 1 : 19 - Journal of Educational Psychology , 91 2 : - The notion of 'discipline' was deliberately eschewed because, in the first place, as used in this article and in South Africa, the term has no global currency with the exception of the United Kingdom and, secondly, as stated above, where it is used with similar meaning, as in this article, scholars tend to limit it to behavioural manifestations, and the handling of discipline problems to behavioural management.

The time period used for the search was from This produced a total of scholarly sources which were studied. This body of literature was studied with a view to finding the literature relevant to learner-discipline problems, their causes, and ways to address them. Principles when studying children's discipline problems and when designing classroom- and schoolwide interventions.

Based on extended empirical and clinical evidence, the following principles are essential when we study children's discipline problems in schools in order to design comprehensive or effective classroom- or schoolwide interventions:. For example, an acceptably provocative or immature, defiant behaviour may be related to a child who has not adequately internalised necessary limits, who feels extremely frustrated, as she or he is unable to adequately respond to school requirements or attain the acceptance of his or her teacher and peers with acceptable behaviour; a similar aggressive, provocative or defiant behaviour might, in contrast, be linked to a serious family problem, maltreatment, or physical or emotional abuse; in other cases, aggressive or problematic and disruptive behaviours may be linked to a lack of necessary psycho-social skills or to the child's immaturity, due in turn to a variety of family or other factors.

This should be based upon a thorough knowledge of the family dynamics and background- essential for both teachers and educational psychologists who are intended to intervene.