Ted Glynn
Affiliations: | University of Otago, Dunedin, New Zealand |
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Publications
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Glynn T, Berryman M, Harawira W, et al. (2017) Bilingual behaviour checklists: Initiating a student, teacher and parent partnership in behaviour management Waikato Journal of Education. 7: 177-201 |
Glynn T, McNaughton S. (2002) Trust Your Own Observations: Assessment of reader and tutor behaviour in learning to read in English and M # ori International Journal of Disability Development and Education. 49: 161-173 |
Glynn T. (1994) Behavioural Intervention Strategies in Education: Implications for Training Educational Professionals Behaviour Change. 11: 27-37 |
Houghton S, Glynn T. (1993) Peer Tutoring of Below Average Secondary School Readers Using Pause, Prompt, and Praise: The Successive Introduction of Tutoring Components Behaviour Change. 10: 75-85 |
Glynn T, Bethune N, Crooks T, et al. (1992) Reading Recovery in Context: Implementation and outcome Educational Psychology. 12: 249-261 |
Glynn T, Fairweather R, Donald S. (1992) Involving Parents in Improving Children's Learning at School: Policy Issues for Behavioural Research Behaviour Change. 9: 178-185 |
Glynn T, Merrett F, Houghton S. (1991) Reducing Troublesome Behaviour in Three Secondary Pupils through Correspondence Training Educational Studies. 17: 273-283 |
Tavener J, Glynn T. (1989) Peer tutoring as a context for children learning English as a second language 1 Language and Education. 3: 45-55 |
Hopman M, Glynn T. (1989) The Effect of Correspondence Training on the Rate and Quality of Written Expression of Four Low Achieving Boys Educational Psychology. 9: 197-213 |
Jerram H, Glynn T, Tuck B. (1988) Responding to the Message: providing a social context for children learning to write Educational Psychology. 8: 31-40 |