Jacqueline — Volume 3

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Jacqueline -- Volume 3 by Th. Bentzon | Classic American Novels

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Jacqueline -- Volume 3 by Th. This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book without typos from the publisher. The troubled girl glanced hurriedly around.


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Was there no escape? Suppose her chum and Mrs. Mason and Grace should appear, searching for her? The floodgates of her tears were all but raised when the placid woman who had caused all the trouble turned suddenly to her.

See a Problem?

It really is not worth thinking of. You evidently have a spiteful enemy in that girl who has run away. The study Jacqueline is a special needs teacher who has been running a nurture group in her secondary school since For every cohort from till , she collected Boxall Profile data to estimate changes in social emotional behavioural difficulties SEBD in Year 7 pupils who attended the nurture group.

The Diary of an arsehole.

Questionnaires given to the nurture group children showed they felt more confident, were trying harder in lessons and had more positive feelings about school than their peers in the mainstream classes. The parental comments collected every fortnight were overwhelmingly positive and reflected that improvements in the social emotional skills observed in the nurture group often impacted the home environment as well.

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Questionnaires given to staff also proved very positive. A majority thought the nurture group pupils were achieving on skills and abilities to a greater extent and more frequently than the comparison group pupils. For example, they were more enthusiastic about lessons, more compliant with rules e.


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However, there were also areas where some of the staff felt there might be room for improvement including being organized with materials, participating in class, being able to concentrate, showing confidence and being able to work independently. With regard to academic results , the academic progress of the nurture group students varied, as each year contained a small group and individual needs differed considerably from one year to another. Those who had marked SEBD needs found it more difficult to maintain progress towards the target grade although many pupils had managed to maintain progress and in English lessons they were able to develop key skills essential for GCSE work.