Recognising self-esteem in our pupils: how do we define and manage it?
Kilbride, D. 2014. Recognising self-esteem in our pupils: how do we define and manage it? Research in Teacher Education. 4 (2), pp. 17-21.
This article explores issues surrounding inconsistencies in the identification and the definition of self-esteem as well as querying the very presence of self-esteem in the United Kingdom-based classroom. It seeks to examine how increased self-esteem leads to increased academic achievement and identifies whether there is a mismatch between teachers’ and pupils’ judgements of self-esteem. Furthermore, the way in which low self-esteem is managed within the classroom is discussed, as well as how self-esteem could be recognised and measured. Finally, the context of inclusion is considered, emphasising the practice of ability grouping and its impact on self-esteem.
|Journal||Research in Teacher Education|
|Research in Teacher Education|
|Journal citation||4 (2), pp. 17-21|
|Publisher||University of East London, Cass School of Education and Communities|
|Web address (URL)||http://www.uel.ac.uk/rite/|
|12 Dec 2014|
|Publication process dates|
|Deposited||22 Dec 2014|
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