LEADER 03667oam 2200733I 450 001 9910785113303321 005 20230725025047.0 010 $a1-136-92970-3 010 $a1-136-92971-1 010 $a1-282-88263-5 010 $a9786612882630 010 $a0-203-84578-1 024 7 $a10.4324/9780203845783 035 $a(CKB)2670000000047402 035 $a(EBL)574623 035 $a(OCoLC)671754495 035 $a(SSID)ssj0000433419 035 $a(PQKBManifestationID)12183768 035 $a(PQKBTitleCode)TC0000433419 035 $a(PQKBWorkID)10389709 035 $a(PQKB)11104345 035 $a(SSID)ssj0000412329 035 $a(PQKBManifestationID)11260313 035 $a(PQKBTitleCode)TC0000412329 035 $a(PQKBWorkID)10366333 035 $a(PQKB)11632194 035 $a(MiAaPQ)EBC574623 035 $a(Au-PeEL)EBL574623 035 $a(CaPaEBR)ebr10422086 035 $a(CaONFJC)MIL288263 035 $a(OCoLC)995610881 035 $a(EXLCZ)992670000000047402 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAttachment theory and the teacher-student relationship $ea practical guide for teachers, teacher educators and school leaders /$fPhilip Riley 205 $a1st ed. 210 1$aAbingdon, Oxon, England ;$aNew York :$cRoutledge,$d2011. 215 $a1 online resource (200 p.) 300 $aDescription based upon print version of record. 311 $a0-415-56262-7 311 $a0-415-56261-9 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; List of illustrations; Acknowledgements; Foreword; Introduction: Why teachers need to know about attachment theory; Part I: Attachment theory; Chapter 1 Attachment theory and the classroom: Overlapping space; Chapter 2 Adult attachment theory and the teacher-student relationship; Chapter 3 The emotionality of teaching; Part II: Researching teachers' attachments; Chapter 4 Does time in the classroom effect attachment style? Does attachment style effect time in the classroom?; Chapter 5 Contextual Insight-Navigated Discussion 327 $aChapter 6 CIND mentoring: Supporting transitions and early career retentionsPart III: New directions for practice; Chapter 7 The implications of new knowledge: Old wine in new bottles?; Chapter 8 Further into attachment theory; Notes; References and selected bibliography; Index 330 $aHow teachers form and maintain classroom and staffroom relationships is crucial to the success of their work. A teacher who is able to accurately interpret the underlying relationship processes can learn to proactively, rather than reactively, influence the dynamics of any class. These are skills that can be taught. This invaluable text explains how adult attachment theory offers new ways to examine professional teaching relationships, classroom management and collegial harmony: equally important information for school leaders, teacher mentors and proteges.Attachment Theor 606 $aTeacher-student relationships 606 $aAttachment behavior in children 606 $aEducational psychology 615 0$aTeacher-student relationships. 615 0$aAttachment behavior in children. 615 0$aEducational psychology. 676 $a371.102/3 700 $aRiley$b Philip$f1957-,$01499580 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910785113303321 996 $aAttachment theory and the teacher-student relationship$93725705 997 $aUNINA LEADER 01081nam0 22002771i 450 001 UON00393322 005 20231205104622.747 010 $a978-84-344-8247-0 100 $a20110601d2001 |0itac50 ba 101 $aspa 102 $aES 105 $a|||| 1|||| 200 1 $aˆEl ‰español coloquial en la conversacion$eesbozo de pragmagramatica$fAntonio Briz Gomez 210 $aBarcelona$cAriel$d2001 215 $a257 p.$d23 cm. 410 1$1001UON00173781$12001 $aAriel Lingüística$1210 $aBarcelona$cAriel 606 $aLingua spagnola$xPragmatica$3UONC061880$2FI 620 $aES$dBarcelona$3UONL003004 700 1$aBRIZ GÓMEZ$bAntonio$3UONV202317$0481374 712 $aAriel$3UONV267243$4650 801 $aIT$bSOL$c20250725$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00393322 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI 400 130 $eSI DA 3846 5 130 $sBuono 996 $aEspañol coloquial en la conversación$9253391 997 $aUNIOR