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1.51 Variation in Teachers’ Reported Use of Classroom Management and Behavioral Health Strategies by Grade Level

机译：1.51教师的变化报告使用课堂管理和行为健康战略按年级使用

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《Journal of the American Academy of Child and Adolescent Psychiatry》 |2018年第10期|共1页
作者
John D. McLennan; Hugues Sampasa-Kanyinga; Katholiki Georgiades; Eric Duku;
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作者单位

Children's Hospital of Eastern Ontario;

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原文格式 PDF
正文语种 eng
中图分类精神病学;
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1. 1.51 Variation in Teachers’ Reported Use of Classroom Management and Behavioral Health Strategies by Grade Level [J] . John D. McLennan, Hugues Sampasa-Kanyinga, Katholiki Georgiades, Journal of the American Academy of Child and Adolescent Psychiatry . 2018,第10期

机译：1.51教师的变化报告使用课堂管理和行为健康战略按年级使用
2. 1.51 Variation in Teachers’ Reported Use of Classroom Management and Behavioral Health Strategies by Grade Level [J] . John D. McLennan, Hugues Sampasa-Kanyinga, Katholiki Georgiades, Journal of the American Academy of Child and Adolescent Psychiatry . 2018,第10期

机译：1.51教师的变化报告使用课堂管理和行为健康战略按年级使用
3. Variation in Teachers' Reported Use of Classroom Management and Behavioral Health Strategies by Grade Level [J] . McLennan John D., Sampasa-Kanyinga Hugues, Georgiades Katholiki, School Mental Health . 2020,第1期

机译：教师的变异报告使用课堂管理和行为健康战略按年级使用
4. The Utility of Inquiry-Based Exercises in Mexican Science Classrooms: Reports from a Professional Development Workshop for Science Teachers in Quintana Roo, Mexico [C] . Alexis E. Racelis, Alison A. Brovold Conference on Learning From Inquiry in Practice . 2010

机译：墨西哥科学课堂探究式练习的效用：墨西哥Quintana Roo的专业发展研讨会的报告
5. Novice Educators' Reports of the Strategies Teacher Education Programs Use to Promote Self-Efficacy in Classroom Management [D] . Ben-David, Jessica L. 2017

机译：新手教育者关于教师教育计划用来促进课堂管理自我效能感的策略的报告
6. Child Behavior Problems Teacher Executive Functions and Teacher Stress in Head Start Classrooms [O] . Allison H. Friedman-Krauss, C. Cybele Raver, Juliana M. Neuspiel, -1

机译：初学者课堂中的儿童行为问题教师执行功能和教师压力
7. ‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD [O] . Juho Honkasilta, Tanja Vehkakoski, Simo Vehmas 2016

机译：“老师几乎让我哭泣的叙述分析了教师的反应课堂管理策略，据诊断出ADHD

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