Developmental Links between Teacher-Child Closeness and Disobedience for Boys Placed in Special Education

Autor: Breeman, L.D., Van Lier, Pol, Wubbels, T., Verhulst, Frank C., van der Ende, Jan, Maras, A., Hopman, J.A.B., Tick, N.T., Leerstoel Branje, Leerstoel Wubbels, Leerstoel Orobio de Castro, Adolescent development: Characteristics and determinants, Social and personality development: A transactional approach, Education and Learning: Development in Interaction

Publikováno v: Exceptionality, 26(4), 230-244. Routledge
Exceptionality, 26(4), 230. Routledge

The aim of this study was to examine developmental links between disobedience and teacher-child closeness in a sample of boys with psychiatric disorders (i.e., emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD)) and special

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::83ed31b7c9cd3d791181180f3039ee5a
https://doi.org/10.1080/09362835.2017.1283624

Measuring teachers’ interpersonal self-efficacy: relationship with realized interpersonal aspirations, classroom management efficacy and age

Autor: Veldman, Ietje, Admiraal, Wilfried, Mainhard, Tim, Wubbels, Theo, Van Tartwijk, Jan, Leerstoel van Gog, Leerstoel Wubbels, Leerstoel van Tartwijk, Education and Learning: Development in Interaction

Publikováno v: Social Psychology of Education, 20(2), 411. Springer Netherlands

In this study, we present the development and validation of an instrument for measuring teachers’ interpersonal self-efficacy: the Questionnaire on Teacher Interaction-Self-Efficacy (QTI-SE). We used the Questionnaire on Teacher Interaction as a ba

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0ba7423ac6e67b6bd790409387b759c7
https://doi.org/10.1007/s11218-017-9374-1

Teacher dilemmas in challenging students in higher education

Autor: Scager, Karin, Akkerman, Sanne F., Pilot, Albert, Wubbels, Theo, Education and Learning: Development in Interaction, Leerstoel van Gog, Leerstoel Kester, Leerstoel Wubbels

Publikováno v: Teaching in Higher Education, 22(3), 318. Routledge

Students need to be challenged to stimulate their learning. Applying challenge in practice however is not straightforward. Challenging students may conflict with other teacher responsibilities, creating potential dilemmas for teachers. This study dis

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3f5b543815ecd06d099bd92532ee1be3
https://doi.org/10.1080/13562517.2016.1248392

The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation

Autor: Wansink, Bjorn Gert Jan, Akkerman, Sanne, Wubbels, Theo, Leerstoel van Gog, Leerstoel Wubbels, Education and Learning: Development in Interaction

Publikováno v: Teaching and Teacher Education, 56, 94. Elsevier Limited

Teaching interpretational history is known to be challenging for history teachers. This study aimed at understanding how student teachers develop in terms of representing history epistemologically. 13 student teachers were interviewed drawing retrosp

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ad72e5e1ffbab132c551e607965d8def
https://doi.org/10.1016/j.tate.2016.02.005

Impact of the Good Behavior Game on special education teachers

Autor: Hopman, J.A.B., Van Lier, Pol, van der Ende, Jan, Struiksma, Chris, Wubbels, T., Verhulst, Frank C., Maras, Athanasios, Breeman, L.D., Tick, N.T., Leerstoel Wubbels, Leerstoel Branje, Leerstoel Orobio de Castro, Adolescent development: Characteristics and determinants, Social and personality development: A transactional approach, Education and Learning: Development in Interaction

Publikováno v: Teachers and Teaching, 24(4), 350-368. Taylor & Francis Ltd
Teachers and Teaching: Theory and Practice, 24(4), 350. Taylor & Francis
Hopman, J A B, van Lier, P A C, van der Ende, J, Struiksma, C, Wubbels, T, Verhulst, F C, Maras, A, Breeman, L D & Tick, N T 2018, ' Impact of the Good Behavior Game on special education teachers ', Teachers and Teaching: Theory and Practice, vol. 24, no. 4, pp. 350-368 . https://doi.org/10.1080/13540602.2017.1379389
Teachers and Teaching: Theory and Practice, 24(4), 350-368. Taylor and Francis Ltd.

This study tested effects of a program that offers teachers universal classroom management strategies, on teachers’ burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD =

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d35f3be07fac8ba40289be7a13dc99e3
https://pure.eur.nl/en/publications/051321a9-9731-48d4-a42e-4ab44ccaede3