Improving classroom dynamics to support students' learning and social inclusion: A collaborative approach

Mary Doveston; Marian Keenaghan

doi:10.1111/j.1467-9604.2006.00393.x

Improving classroom dynamics to support students' learning and social inclusion: A collaborative approach

Mary Doveston
, Marian Keenaghan

Special Education Needs & Inclusion

Research output: Contribution to Book/Report › Chapter › peer-review

Abstract

Family therapists often encounter issues of spirituality in working with families. Instead of avoiding them, therapists can use the spiritual and religious orientations of families as resources for growth. This article will describe how therapists can help families work through spiritual problems and maximize the benefits that spirituality brings to family functioning. © 1999 Sage Publications, Inc.

Original language	English
Title of host publication	Support for Learning
Pages	5-11
Number of pages	7
DOIs	https://doi.org/10.1111/j.1467-9604.2006.00393.x
Publication status	Published - 2006

Publication series

Name	Support for Learning
Volume	21

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

Keywords

Appreciative inquiry
Eco-systemic
Social and emotional competencies
Solution focused thinking
Student participation

Access to Document

10.1111/j.1467-9604.2006.00393.x

Cite this

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title = "Improving classroom dynamics to support students' learning and social inclusion: A collaborative approach",

abstract = "Family therapists often encounter issues of spirituality in working with families. Instead of avoiding them, therapists can use the spiritual and religious orientations of families as resources for growth. This article will describe how therapists can help families work through spiritual problems and maximize the benefits that spirituality brings to family functioning. {\textcopyright} 1999 Sage Publications, Inc.",

keywords = "Appreciative inquiry, Eco-systemic, Social and emotional competencies, Solution focused thinking, Student participation",

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year = "2006",

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AU - Keenaghan, Marian

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N2 - Family therapists often encounter issues of spirituality in working with families. Instead of avoiding them, therapists can use the spiritual and religious orientations of families as resources for growth. This article will describe how therapists can help families work through spiritual problems and maximize the benefits that spirituality brings to family functioning. © 1999 Sage Publications, Inc.

AB - Family therapists often encounter issues of spirituality in working with families. Instead of avoiding them, therapists can use the spiritual and religious orientations of families as resources for growth. This article will describe how therapists can help families work through spiritual problems and maximize the benefits that spirituality brings to family functioning. © 1999 Sage Publications, Inc.

KW - Appreciative inquiry

KW - Eco-systemic

KW - Social and emotional competencies

KW - Solution focused thinking

KW - Student participation

UR - http://www.mendeley.com/research/improving-classroom-dynamics-support-students-learning-social-inclusion-collaborative-approach

U2 - 10.1111/j.1467-9604.2006.00393.x

DO - 10.1111/j.1467-9604.2006.00393.x

M3 - Chapter

SN - 0268-2141

T3 - Support for Learning

SP - 5

EP - 11

BT - Support for Learning

ER -

Improving classroom dynamics to support students' learning and social inclusion: A collaborative approach

Abstract

Publication series

UN SDGs

Keywords

Access to Document

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Cite this