Classroom‐control procedures used by relationship‐centred teachers

Lovegrove, Malcolm N.; Lewis, Ramon

doi:10.1080/0260747820080108

Cited by 12 publications

(1 citation statement)

References 6 publications

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“…Applying new knowledge requires some conditions (peace, acceptance, and agreement between students and teacher [1]. abnormal behaviors of students lead to disrupting the process of teaching, so they cannot learn well [2]. There are two educational approaches in deaf education in Afghanistan.…”

Section: Introductionmentioning

confidence: 99%

Perspectives of Teachers on Challenges of Teaching in Deaf Schools, Afghanistan

Sanaiy

Khavari

Qanbari

2021

JESBS

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Aims: this study aims to investigate teachers ’perceptions about the challenges of teaching in deaf schools in Kabul city, Afghanistan. Study Design: This study was describing the status of Deaf schools in Kabul. For gathering information used questionnaire. Place and Duration of Study: Sample: teachers participated from three deaf schools across Kabul city. Between September 2020 and June 2021. Methodology: We included 74 (33 men, 41 women). Data was collected through a questionnaire and analyzed with SPSS software. The reliability of the questionnaire was 0.83%. T-test and ANOVA tests were used to analyze data. Results: Results showed there was a significant difference between male and female teachers with challenges of teaching. There were no significant differences among specialist and non-specialist teachers, and experience of teaching with challenges of teaching. Conclusion: there were four factors (students, teachers, content, and physical environment) that influence challenges of teaching.

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Section: Introductionmentioning

confidence: 99%