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    <![CDATA[Improving Intercultural Learning Experiences in Higher Education: Responding to Cultural Scripts for Learning]]>
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    <![CDATA[For many decades, people from all parts of the world have come to the UK to study. In recent years, numbers have increased and arguably, greater attention has been given to their experience of being a student. For instance, guidance is available on issues of cultural awareness. However, the focus of such guidance can be every aspect of a student's experience except the aspects of their learning encounters. <br/><br/>Exploring this topic in detail, Welikala and Watkins consider these key questions: In what ways do cultures of learning vary; What do international students tell us about the experience of learning in UK, and what happens if their current experience differs from their previous experiences of learning; Can experiences of learning be improved? How and by whom; and what might intercultural learning be and how might it help?<br/>]]>
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    <![CDATA[Managing Classroom Behaviour]]>
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    <![CDATA[La Disciplina Escolar]]>
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        <name><![CDATA[Patsy Wagner]]></name>
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    <![CDATA[Improving School Behaviour]]>
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    <![CDATA[<p>`Certainly worth reading in order to be reminded of some positive reasons for entering the teaching profession: to value the process of education as much as the content, to view children holistically and to consider schools as places of learning for all' - <strong><em>British Journal of Special Education   </em><p>Behaviour difficulties in our schools will not go away, but they can be significantly reduced. This book makes available to practitioners and students the frameworks and ideas which will help them minimize behaviour difficulty in school.</p>  <p>The authors address three important levels: the school, the classroom and the individual. At each level, they show how to identify and analyze patterns of difficulty, and then identify methods for improvement.</p>  <strong><p>Improving School Behaviour has been written in order to bring to readers useful approaches founded in a comprehensive range of useful international research, and in years of experience in working with schools. It is a mine of helpful ideas and practical approaches. This is not recipe book, or a source of quick fixes or favourite theories. </p>  <p>The authors: </p>  <p>· challenge simplified rhetoric about school behaviour </p>  <p>· help practitioners identify real areas and effective methods for improvement. </p>  <p>· identify the shortcomings of much conventional wisdom about improving behaviour, </p>  <p>· show how to implement practical, evidence-based alternatives which can lead to improved results. </p>  <strong><p>Improving School Behaviour is an essential resource for all those who are not afraid to improve. It is suitable for use in settings for all age-ranges.</p></strong></strong></strong></p>]]>
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    <![CDATA[School Behaviour]]>
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    <![CDATA[Tutoring]]>
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        <name><![CDATA[John Thacker]]></name>
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    <![CDATA[Effective Learning in Classrooms]]>
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    <![CDATA[<p><strong><em>Effective Learning </em></strong>addresses what makes learning effective and how to promote it effectively in classrooms. The text provides case studies and examples from practitioners and ideas and frameworks based on international research. Based on evidence about how classrooms change, the authors present four major dimensions of advancing real learning:</p>&lt;ul&gt;&lt;li&gt;Active Learning&lt;/li&gt;&lt;li&gt;Collaborative Learning&lt;/li&gt;&lt;li&gt;Learner-driven Learning&lt;/li&gt;&lt;li&gt;Learning About Learning&lt;/li&gt;&lt;/ul&gt;]]>
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        <name><![CDATA[Caroline M. Lodge]]></name>
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    <![CDATA[Learning: A Sense-Maker's Guide]]>
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    <![CDATA[Part of a series that addresses important issues relating to children's personal, social and moral education, pastoral care and guidance, this volume presents an up-to-date review of pastoral care, and personal and social education.]]>
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