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First published in 1983, this book shows the ways in which the school culture of early adolescence both supports and denies... Læs mere
In the early 1980s, concern about disruptive behaviour in secondary schools had grown, being variously regarded as a symptom of a decaying society or as a... Læs mere
The condition known as ‘adolescence’ is largely an artefact of advance industrial societies. How do those labelled as... Læs mere
Originally published in 1993,this book portrays teenage drinking, not as a symptom of pathology, but as a perfectly normal developmental phase within the context of... Læs mere
Originally published in 1980, the main purpose of this work was to provide a soundly based textbook on the education of adolescent girls which, by taking into account the... Læs mere
First published in 1993, this title describes a major long-term study of the psychological impact of unemployment. It... Læs mere
Originally published in 1932, this title set out to give a general view of the more everyday problems a girl might encounter during adolescence, both at home and at school. It starts... Læs mere
Originally published in 1983, this book elucidates the urgent problems of disadvantaged and delinquency-prone post-adolescents at the time by providing a comprehensive theoretical framework and a pragmatic outlook based on recent rehabilitation experiments.
First published in 1948, this title provided vital information on adolescence for parents, teachers, club leaders, social and religious workers and welfare supervisors in factories... Læs mere
First published in 1982, the purpose of this book was both to review the literature and to report an extensive study of the nature of the psychological problems, the quality of... Læs mere
Originally published in 1992, this Asian-authored book presents a cultural description and interpretation of American high school adolescent life and ethos, based on anthropological fieldwork in a semi-rural school and its surrounding community in Oregon.
Differentiate your gifted classroom by designing experiences instead of writing lessons plans with Designing for Depth in the Classroom: A Framework for Purposeful Differentiation.