he purpose of the study was to enhance classroom management in special education classrooms. "Affective teaching" was compared with "cognitive teaching" in 52 classrooms in Israel. Data was collected based on observations of three 90 minute lessons, equally divided into the two types of instruction. Results of MANOVA procedures indicated a lower frequency of misbehaviour, including off-task behaviour, talking without permission, moving without permission and aggression, in the affective lessons compared with the cognitive lessons. In addition, positive behaviour, including expression of thoughts, expression of feelings, self-awareness and peer support, was more frequent in the affective lessons compared with cognitive lessons. No age difference was revealed. The discussion focuses on the implications of affective teaching in classroom management.

 

hany2012

شذرات مُتجدده مُجدده http://kenanaonline.com/hany2012/

  • Currently 0/5 Stars.
  • 1 2 3 4 5
0 تصويتات / 46 مشاهدة
نشرت فى 4 أغسطس 2013 بواسطة hany2012

ساحة النقاش

هـانى

hany2012
موقعنـا موقع علمى إجتماعى و أيضاً ثقافـى . موقع متميز لرعاية كل أبنـاء مصر الأوفيـاء، لذا فأنت عالم/ مخترع/مبتكر على الطريق. لا تنس"بلدك مصر في حاجة إلى مزيد من المبدعين". »

ابحث

تسجيل الدخول

عدد زيارات الموقع

1,727,349