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Western Perspectives on Teaching, Learning, and Behaviour

  • Fiona BryerEmail author
  • Wendi Beamish
Chapter
Part of the Advancing Inclusive and Special Education in the Asia-Pacific book series (AISEAP)

Abstract

Scientific understanding of how students behave, develop, and learn is central to mass education, inclusive schooling, and behavioural support in Western education. The shift to inclusive schooling has changed the demands on how teachers practise. Behavioural support offers schools and teachers a bridge connecting research to preventative, proactive, and proven practices for educating diverse learners, including those with special educational needs (SEN). The movement away from separate provision for students with SEN has challenged schools and teachers to be better prepared to proactively manage problem behaviours, to incorporate social-emotional learning in school curriculum, and to provide needs-based education for all students. In Western education, wellbeing has become a popular idea for whole-school improvement, and the construct of learning is returning to popularity for improving academic instruction. However, classroom teaching, student learning, and problem behaviour have remained somewhat disconnected. For all students, behavioural support links research-informed practice to meaningful outcomes in wellbeing, learning, and behaviour.

Keywords

Behaviour Development Social-emotional learning Wellbeing Teacher practice 

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Griffith Institute for Educational ResearchGriffith UniversityMt GravattAustralia

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