東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ subject:"Developmental biology." ]

切換: 標籤 | MARC模式 | ISBD

The Dangers of Being Magnetic: Teach...

Doering, Caitlin N.

FindBook

Google Book

Amazon

博客來

The Dangers of Being Magnetic: Teachers' Reactions to Strong Personalities in the Elementary Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Dangers of Being Magnetic: Teachers' Reactions to Strong Personalities in the Elementary Classroom./
作者:	Doering, Caitlin N.
面頁冊數:	65 p.
附註:	Source: Masters Abstracts International, Volume: 54-05.
Contained By:	Masters Abstracts International54-05(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1589421
ISBN:	9781321770346

The Dangers of Being Magnetic: Teachers' Reactions to Strong Personalities in the Elementary Classroom.
Doering, Caitlin N.

The Dangers of Being Magnetic: Teachers' Reactions to Strong Personalities in the Elementary Classroom. - 65 p.

Source: Masters Abstracts International, Volume: 54-05.

Thesis (M.A.)--Tufts University, 2015.

This item must not be sold to any third party vendors.

This phenomenological analysis sought to investigate teachers' perceptions of and reactions to a group of children previously referred to in the literature as "bi-strategic controllers." Through the application of a strengths-based Positive Youth Development (PYD) approach, both the positive and negative attributes, thoughts, and behaviors of these children that prompted teacher reactions and interventions within a classroom setting were reported by six 1-5th grade Massachusetts teachers. Findings indicated that a new term that extended analysis beyond the domain of control was necessary. Thus, this study refers to Magnetic Children in an attempt to capture a fuller picture of how teachers perceived and reacted to the particular characteristics of these children. Findings indicated that teachers viewed magnetic children as possessing advanced social skills and both prosocial and coercive strategies for interacting with their peers. Teachers faced a conundrum in intervening in the sometimes challenging behavior of these children. Teachers utilized gender-differentiated strategies for managing children's behavior, teaching male students to be good leaders, and female students to be good group members.

ISBN: 9781321770346Subjects--Topical Terms:

516579
Education.

The Dangers of Being Magnetic: Teachers' Reactions to Strong Personalities in the Elementary Classroom.
LDR:02228nmm a2200301 4500 001 2066442
005 20151106144859.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321770346
035 $a (MiAaPQ)AAI1589421
035 $a AAI1589421
040 $a MiAaPQ $c MiAaPQ
100 1 $a Doering, Caitlin N. $3 3181239
245 1 4 $a The Dangers of Being Magnetic: Teachers' Reactions to Strong Personalities in the Elementary Classroom.
300 $a 65 p.
500 $a Source: Masters Abstracts International, Volume: 54-05.
500 $a Adviser: Martha Pott.
502 $a Thesis (M.A.)--Tufts University, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This phenomenological analysis sought to investigate teachers' perceptions of and reactions to a group of children previously referred to in the literature as "bi-strategic controllers." Through the application of a strengths-based Positive Youth Development (PYD) approach, both the positive and negative attributes, thoughts, and behaviors of these children that prompted teacher reactions and interventions within a classroom setting were reported by six 1-5th grade Massachusetts teachers. Findings indicated that a new term that extended analysis beyond the domain of control was necessary. Thus, this study refers to Magnetic Children in an attempt to capture a fuller picture of how teachers perceived and reacted to the particular characteristics of these children. Findings indicated that teachers viewed magnetic children as possessing advanced social skills and both prosocial and coercive strategies for interacting with their peers. Teachers faced a conundrum in intervening in the sometimes challenging behavior of these children. Teachers utilized gender-differentiated strategies for managing children's behavior, teaching male students to be good leaders, and female students to be good group members.
590 $a School code: 0234.
650 4 $a Education. $3 516579
650 4 $a Developmental biology. $3 592588
690 $a 0515
690 $a 0758
710 2 $a Tufts University. $b Child Development. $3 1024814
773 0 $t Masters Abstracts International $g 54-05(E).
790 $a 0234
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1589421