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Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice / Jantine L. SPILT in Journal of Child Psychology and Psychiatry, 63-7 (July 2022)
[article]
Titre : Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice Type de document : Texte imprimé et/ou numérique Auteurs : Jantine L. SPILT, Auteur ; Karine VERSCHUEREN, Auteur ; Mirella B. W. M. VAN MINDERHOUT, Auteur ; Helma M. Y. KOOMEN, Auteur Article en page(s) : p.724-733 Langues : Anglais (eng) Mots-clés : Communication Educational Personnel Educational Status Family Humans Interpersonal Relations assessment intervention teacher-child relationships theoretical review Index. décimale : PER Périodiques Résumé : BACKGROUND: Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS: A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS: Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher-child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher-class interactions, has been largely overlooked in research on dyadic teacher-child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher-child relationships, also deserves more attention. Recommendations to improve teacher-child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching. En ligne : http://dx.doi.org/10.1111/jcpp.13573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Child Psychology and Psychiatry > 63-7 (July 2022) . - p.724-733[article] Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice [Texte imprimé et/ou numérique] / Jantine L. SPILT, Auteur ; Karine VERSCHUEREN, Auteur ; Mirella B. W. M. VAN MINDERHOUT, Auteur ; Helma M. Y. KOOMEN, Auteur . - p.724-733.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-7 (July 2022) . - p.724-733
Mots-clés : Communication Educational Personnel Educational Status Family Humans Interpersonal Relations assessment intervention teacher-child relationships theoretical review Index. décimale : PER Périodiques Résumé : BACKGROUND: Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS: A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS: Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher-child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher-class interactions, has been largely overlooked in research on dyadic teacher-child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher-child relationships, also deserves more attention. Recommendations to improve teacher-child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching. En ligne : http://dx.doi.org/10.1111/jcpp.13573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Factors associated with implementation of a school-based comprehensive program for students with autism / Samuel L ODOM in Autism, 26-3 (April 2022)
[article]
Titre : Factors associated with implementation of a school-based comprehensive program for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Ann M. SAM, Auteur ; Brianne TOMASZEWSKI, Auteur Article en page(s) : p.703-715 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Educational Personnel Humans School Health Services Schools Students autism comprehensive program education services implementation interventions psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation. En ligne : https://dx.doi.org/10.1177/13623613211070340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.703-715[article] Factors associated with implementation of a school-based comprehensive program for students with autism [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Ann M. SAM, Auteur ; Brianne TOMASZEWSKI, Auteur . - p.703-715.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.703-715
Mots-clés : Autism Spectrum Disorder Autistic Disorder Educational Personnel Humans School Health Services Schools Students autism comprehensive program education services implementation interventions psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation. En ligne : https://dx.doi.org/10.1177/13623613211070340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473