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Teachers’ outlooks and assistance strategies with regard to “shy” pupils.

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Title: Teachers’ outlooks and assistance strategies with regard to “shy” pupils.
Authors: Korem, Anat1,2 Anat.korem@mail.huji.ac.il
Source: Teaching & Teacher Education. Oct2016, Vol. 59, p137-145. 9p.
Subject Terms: *Education, *Educators, Social skills, Intervention (Administrative procedure), Bashfulness
Abstract: The study focused on the way teachers can help shy pupils in the school setting. Its objective was to identify educators’ perceptions of the subject and the strategies they could employ with such pupils. To that end, a thematic analysis was performed on the responses attained from fifteen in-depth interviews with educators. The main finding is that teachers’ perceptions of shy pupils are skewed insofar as they don’t adequately consider shy pupils’ internal experiences. Practical strategies for assisting such pupils were also introduced. These strategies are demonstrated and discussed in the context of the theoretical literature on assisting shy pupils. [ABSTRACT FROM AUTHOR]
Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
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PubType: Academic Journal
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  Data: Teachers’ outlooks and assistance strategies with regard to “shy” pupils.
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  Data: The study focused on the way teachers can help shy pupils in the school setting. Its objective was to identify educators’ perceptions of the subject and the strategies they could employ with such pupils. To that end, a thematic analysis was performed on the responses attained from fifteen in-depth interviews with educators. The main finding is that teachers’ perceptions of shy pupils are skewed insofar as they don’t adequately consider shy pupils’ internal experiences. Practical strategies for assisting such pupils were also introduced. These strategies are demonstrated and discussed in the context of the theoretical literature on assisting shy pupils. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1016/j.tate.2016.06.002
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      – Code: eng
        Text: English
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      – SubjectFull: Social skills
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      – SubjectFull: Intervention (Administrative procedure)
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      – SubjectFull: Bashfulness
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              Text: Oct2016
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