The child at school. Interactions with peers and teachers. 2. Aufl.

Autor/inn/en	Blatchford, Peter; Pellegrini, Anthony D.; Baines, Ed
Titel	The child at school. Interactions with peers and teachers. 2. Aufl.
Quelle	London u.a.: Routledge (2016), 308 S.Verfügbarkeit
Reihe	International texts in developmental psychology
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-8487-2300-8; 978-1-8487-2300-9
Schlagwörter	Gender; Aggression; Freundschaft; Soziale Beziehung; Geschlechtsspezifischer Unterschied; Aggression; Freundschaft; Interaktion; Schulpause; Spiel; USA; Lernverhalten; Unterrichtsklima; Mobbing; Spiel; Klassenraum; Schulkultur; Schulpause; Schüler-Lehrer-Beziehung; Interaktion; Mobbing; Schüler-Schüler-Beziehung; Lernverhalten; Soziales Verhalten; Peer Group; Unterrichtsklima; Klassenführung; Gender; USA
Abstract	What is the nature of children's social life in school? How do their relationships and interactions with peers, teachers and other school staff influence their development and experience of school? This book provides answers to these questions by offering an integrated perspective on children's social interactions and relationships with their peers and teachers in school. Peer interactions in school have tended to be underestimated by educationalists, and this book redresses the balance by giving them equal weight to teacher-child interactions. In this second edition, the authors highlight common misconceptions about children, their social lives, and school achievement which have often resulted in ineffective school policy. The book includes a number of important topics, including: The significance of peer-friendships at school, the nature and importance of play and break-times, Aggression and bullying at school, Peer relations and learning at school, The classroom environment and teacher-pupil interaction, The influence of gender in how children learn at school., Advantages and disadvantages of different methodological approaches for studying children in school settings; Policy implications of current research findings. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/1