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Person‐centred practices in education: a systematic review of research 以人为中心的教育实践：研究的系统综述
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12410
A. Gray, K. Woods
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引用次数: 1
‘I'm going to feel stressed, but now I know how to handle it’: reducing test anxiety and improving student well‐being at GCSE “我会感到压力，但现在我知道如何处理它”:减少考试焦虑，提高学生在GCSE中的幸福感
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12412
Kerry Brown, Kevin Woods, Clare Nuttall
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引用次数: 0
Increasing teachers' use of communication‐supporting strategies: findings from an exploratory study using the Communication Supporting Classroom Observation Tool ( CSCOT ) in primary schools in Brunei 增加教师对沟通支持策略的使用：文莱小学使用沟通支持课堂观察工具（CSCOT）的探索性研究结果
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12404
Siti Rafizah Badar, J. Clegg, Sarah Spencer
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引用次数: 0
The experiences of new primary school special educational needs coordinators: presenting the SENCO voice through concept‐drawing and personal narratives 新小学特殊教育需求协调员的经历：通过概念绘画和个人叙事表达SENCO的声音
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12397
Andrew J. M. Smith
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引用次数: 0
Marginalisation, autism and school exclusion: caregivers' perspectives 边缘化、自闭症和学校排斥:照顾者的视角
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12398
Sarah Martin‐Denham
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引用次数: 3
An exploration of how selective mutism training informs teachers' understanding and practice 选择性缄默症训练对教师理解和实践的启示
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12392
Joseph White, C. Bond, C. Carroll
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引用次数: 1
Interpreting young people's self‐expression through characters and relationships in collaborative creative writing 通过合作创意写作中的角色和关系来解读年轻人的自我表达
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12399
Eloise Carvalho, Yvonne Skipper
{"title":"Interpreting young people's self‐expression through characters and relationships in collaborative creative writing","authors":"Eloise Carvalho, Yvonne Skipper","doi":"10.1111/1467-9604.12399","DOIUrl":"https://doi.org/10.1111/1467-9604.12399","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46075462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What do trainees' really think? Some views of inclusion before and after school placement 学员们的真实想法是什么?关于学校安置前后的融合的一些观点
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12400
Megan Loveys
{"title":"What do trainees' really think? Some views of inclusion before and after school placement","authors":"Megan Loveys","doi":"10.1111/1467-9604.12400","DOIUrl":"https://doi.org/10.1111/1467-9604.12400","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42258669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Rochford review, pre‐key stage standards and the engagement model – what does it all mean to schools for children with SLD and PMLD? 罗奇福德评估，关键阶段前标准和参与模式——这对特殊障碍儿童和轻度障碍儿童的学校意味着什么?
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12395
V. Hinchcliffe
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引用次数: 0
Engaging with animal‐assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses 参与动物辅助干预(AAIs):探索患有ASD/ADHD诊断的年轻人的经历
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12394
Zoe Chadwick, Amanda J Edmondson, Sarah McDonald
{"title":"Engaging with animal‐assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses","authors":"Zoe Chadwick, Amanda J Edmondson, Sarah McDonald","doi":"10.1111/1467-9604.12394","DOIUrl":"https://doi.org/10.1111/1467-9604.12394","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46812673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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