Supporting social competence among secondary students in Hong Kong: Teachers' beliefs about school-wide interventions

Supporting social competence among secondary students in Hong Kong: Teachers' beliefs about school-wide interventions

• Tong, Andrew Ming Hei University of Hong Kong
• Zhan, Kaili Chen University of Hong Kong

International Journal of Special Education, 27(3), 148-157, 2012

Hindawi Publishing Corporation

2012

• B 人的行為
  • BE 行為問題、違規及犯罪行為、青少年犯罪、邊緣兒童和青少年、黑社會
• A 人的成長與發展
  • AH 青少年成長
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Teacher Student Relationship Behavior Disorders Interpersonal Competence Teacher Attitudes Intervention Correlation Secondary School Students Secondary School Teachers Teaching Methods

• Hong Kong

• 1997.7 onwards

• 中學教育

To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers' beliefs about behavioral and social skill programs for secondary students with social, emotional, and behavioral difficulties. Findings indicated that the adoption of behavioral and social skill programs were common practices in schools and that the majority of participants in the present study believed that behavioral and social skill programs should be implemented in schools at an early stage. Furthermore, findings suggested that it is important to consider the interrelationship of professional, strategic, contextual, and attitudinal factors that support students' social competence and minimize their challenging behavior.
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Contains 4 tables

• 英文

期刊論文

• 08273383

https://bibliography.lib.eduhk.hk/tc/bibs/f6372f50

2014-01-18