LEADER 03049oam 2200637I 450 001 9910454660803321 005 20190122132630.0 010 $a1-134-93979-5 010 $a1-280-07914-2 010 $a0-203-40948-5 010 $a0-203-32140-5 035 $a(CKB)111056485511996 035 $a(EBL)178515 035 $a(OCoLC)276948083 035 $a(SSID)ssj0000140697 035 $a(PQKBManifestationID)11149598 035 $a(PQKBTitleCode)TC0000140697 035 $a(PQKBWorkID)10053066 035 $a(PQKB)10661701 035 $a(MiAaPQ)EBC178515 035 $a(Au-PeEL)EBL178515 035 $a(CaPaEBR)ebr10060965 035 $a(CaONFJC)MIL7914 035 $a(OCoLC)645351347 035 $a(FlBoTFG)9780203409480 035 $a(EXLCZ)99111056485511996 100 $a20190122h20021991 uy 0 101 0 $aeng 135 $aur||| ||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDoing Educational Research /$fedited by Geoffrey Walford 205 $aFirst edition. 210 1$aBoca Raton, FL :$cTaylor and Francis, an imprint of Routledge,$d[2002]. 210 4$d©1991. 215 $a1 online resource (250 p.) 300 $aDescription based upon print version of record. 311 $a0-415-05290-4 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Contents; Notes on Contributors; REFLEXIVE ACCOUNTS OF DOING EDUCATIONAL RESEARCH; REFLECTIONS ON YOUNG CHILDREN LEARNING; RESEARCHING COMMON KNOWLEDGE: STUDYING THE CONTENT AND CONTEXT OF EDUCATIONAL DISCOURSE; BREAKTHROUGHS AND BLOCKAGES IN ETHNOGRAPHIC RESEARCH: CONTRASTING EXPERIENCES DURING THE CHANGING SCHOOLS PROJECT; RESEARCHING THE CITY TECHNOLOGY COLLEGE, KINGSHURST; YOUNG, GIFTED AND BLACK: METHODOLOGICAL REFLECTIONS OF A TEACHER/RESEARCHER; WORKING TOGETHER? RESEARCH, POLICY AND PRACTICE. THE EXPERIENCE OF THE SCOTTISH EVALUATION OF TVEI 327 $aPRIMARY TEACHERS TALKING: A REFLEXIVE ACCOUNT OF LONGITUDINAL RESEARCHPOWER, CONFLICT, MICROPOLITICS AND ALL THAT!; DOING EDUCATIONAL RESEARCH IN TRELIW; THE FRONT PAGE OR YESTERDAY'S NEWS: THE RECEPTION OF EDUCATIONAL RESEARCH; Index 330 3 $aThirteen major educationalists offer semi-autobiographical accounts of their own influential research work, focusing on the practical and personal realities of the research process. Authors such as Barbara Tizard and Martin Hughes, Stephen J. Ball, David Reynolds and Peter Mortimore discuss their approaches to aspects of research from conception and funding of the project to information gathering and analysis, writing up and publishing. 606 $aEducation$xResearch$zGreat Britain 606 $aEducation$zGreat Britain 608 $aElectronic books. 615 0$aEducation$xResearch 615 0$aEducation 676 $a370/.7/8041 702 $aWalford$b Geoffrey 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910454660803321 996 $aDoing educational research$9709468 997 $aUNINA LEADER 03079nam 2200589 450 001 9910461158503321 005 20200520144314.0 010 $a3-8428-4565-0 035 $a(CKB)3710000000397807 035 $a(EBL)2007327 035 $a(SSID)ssj0001577959 035 $a(PQKBManifestationID)16253192 035 $a(PQKBTitleCode)TC0001577959 035 $a(PQKBWorkID)14860187 035 $a(PQKB)10834176 035 $a(MiAaPQ)EBC2007327 035 $a(Au-PeEL)EBL2007327 035 $a(CaPaEBR)ebr11047277 035 $a(OCoLC)908100119 035 $a(EXLCZ)993710000000397807 100 $a20150508h20152015 uy 0 101 0 $ager 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aKonfliktbewa?ltigung an schulen $eorientierungen fu?r ein konstruktives Kommunikationsverhalten zur konfliktbewa?ltigung und -lo?sung /$fLevke Landt-Hayen 210 1$aHamburg, Germany :$cDiplomica Verlag,$d2015. 210 4$d©2015 215 $a1 online resource (88 p.) 300 $aDescription based upon print version of record. 311 $a3-8428-9565-8 320 $aIncludes bibliographical references. 327 $aEinleitung und Problemstellung; 1. Kommunikation und Konflikt; 1.1 Kommunikation - ein Definitionsversuch; 1.2 Auseinandersetzung mit Alltagstheorien und Personenwahrnehmung; 1.3 Kommunikation im Schulalltag - die Bedeutung von Wertscha?tzung; 1.4 Interpersonelle Konflikte - ein Definitionsversuch; 2. Vorbeugen von Konflikteskalationen; 2.1 Die 9 Stufen des Eskalationsmodell nach GLASL; 2.2 Pra?vention von Konflikteskalationen; 2.3 Einfu?hrung von Regeln (in) der Klasse; 3. Kommunikation im unmittelbaren Konfliktfall; 3.1 Ein Exkurs zur Themenzentrierten Interaktion 327 $a4.4 Die Phasen eines Beratungsgespra?ch in der Pa?dagogischenGespra?chsfu?hrung in U?bertagung auf ein Lehrer-Schu?ler-Gespra?ch zurlangfristig erstrebten Konfliktlo?sung imFazit; Ausblick; Literaturliste; Anhang 330 $aDurch welches Kommunikationsverhalten ko?nnen Konflikte zwischen Lehrern und Schu?lern im Schulalltag deeskalierend bewa?ltigt, bzw. langfristig gelo?st werden? Ein entscheidender Faktor fu?r ein erfolgreiches Lehren ist eine intakte Lehrer-Schu?ler -Beziehung, die auf gegenseitiger Wertscha?tzung beruht. Diese Voraussetzung fu?r eine erfolgreiche Zusammenarbeit klingt einleuchtend, ja geradezu trivial. 606 $aConflict management$xStudy and teaching (Early childhood) 606 $aConflict management$xStudy and teaching (Primary) 606 $aChild development 608 $aElectronic books. 615 0$aConflict management$xStudy and teaching (Early childhood) 615 0$aConflict management$xStudy and teaching (Primary) 615 0$aChild development. 676 $a372.14 700 $aLandt-Hayen$b Levke$0956876 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461158503321 996 $aKonfliktbewa?ltigung an schulen$92167236 997 $aUNINA LEADER 04305nam 2200601 450 001 9910798728203321 005 20230808195819.0 010 $a1-119-07683-8 010 $a1-119-07709-5 035 $a(CKB)3710000000887185 035 $a(PQKBManifestationID)16556585 035 $a(PQKBWorkID)15075303 035 $a(PQKB)25224059 035 $a(MiAaPQ)EBC4708894 035 $a(DLC) 2016037821 035 $a(Au-PeEL)EBL4708894 035 $a(CaPaEBR)ebr11274774 035 $a(CaONFJC)MIL961908 035 $a(OCoLC)960166106 035 $a(EXLCZ)993710000000887185 100 $a20161018h20162016 uy| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEssentials of KTEA-3 and WIAT-III assessment /$fKristina C. Breaux, Elizabeth O. Lichtenberger 210 1$aSomerset :$cWiley,$d[2016] 210 4$d©2016 215 $a1 online resource (449 pages) $cillustrations 225 1 $aEssentials of psychological assessment series 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-119-07687-0 320 $aIncludes bibliographical references and index. 327 $aOverview -- KTEA"!3 -- WIAT®-III -- Clinical Applications -- Strengths and Weaknesses of the KTEA"!3 and WIAT®-III / John O. Willis and Ron Dumont -- Illustrative Case Reports -- Q-interactive for KTEA"!3 and WIAT®-III /Thomas Witholt, Kristina C. Breaux, and Elizabeth O. Lichtenberger, With Contributions by James A. Henke -- References -- Annotated Bibliography --About the Authors -- About the Digital Resources -- Index. 330 $aWritten by expert authors Kristina Breaux and Elizabeth Lichtenberger, Essentials of KTEA-3 and WIAT-III Assessment offers up-to-date, comprehensive, step-by-step instruction in the accurate and effective use of the newest editions of the Kaufman Test of Educational Achievement (KTEA-3) Comprehensive Form, KTEA-3 Brief Form, and the Wechsler Individual Achievement Test (WIAT-III). Designed to provide in-depth information in an easy to use reference format, the book provides guidelines and tips for administration, scoring, and interpretation that go beyond the information provided in the test manuals. A complete guide is included for digital administration and scoring using Q-interactive, automated scoring using Q-global, and hand scoring. Essentials of KTEA-3 and WIAT-III Assessment makes score interpretation easier by explaining what each score measures and the implications of a high or low score. Learn how to increase the diagnostic utility of the KTEA-3 and WIAT-III by taking ful$al advantage of their capabilities for error analysis, qualitative observations, and progress monitoring, and by pairing the results with measures of cognitive ability such as the WISC-V and KABC-II. Clinicians will find a helpful discussion of how these tests may be interpreted using either a CHC or neuropsychological approach to assessment. Case studies illustrate the use of these tests to respond to various referral concerns. Annotations within each case report provide a window into the mind of the examiner throughout the assessment process. This book provides a depth and breadth of understanding that is appropriate for all assessment professionals, regardless of their level of training or experience. Extensive illustrations, call-out boxes, and "Test Yourself" questions help students and clinicians quickly absorb the information they need. Essentials of KTEA-3 and WIAT-III Assessment is the clear, focused guide to using these tests to their fullest potential--$aProvided by publisher. 410 0$aEssentials of psychological assessment series. 606 $aWechsler Individual Achievement Test 606 $aKaufman Test of Educational Achievement 606 $aAbility$xTesting 615 0$aWechsler Individual Achievement Test. 615 0$aKaufman Test of Educational Achievement. 615 0$aAbility$xTesting. 676 $a371.26 700 $aBreaux$b Kristina C.$01521156 702 $aLichtenberg$b Elizabeth O. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910798728203321 996 $aEssentials of KTEA-3 and WIAT-III assessment$93760100 997 $aUNINA