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Author: Kristen C. Mosley Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Over the last half century, teacher stress has remained a topic of interest for many researchers. However, as the educational landscape continues to shift over time, so too do the classroom setting and broader sociopolitical context in which teachers conduct their work. As such, the measures we use to ascertain to what extent teachers may be at-risk for stress must also evolve to ensure continued research is able to best capture the realities of the modern classroom. The current study aims to examine whether a revised version of a teacher stress measure, the Classroom Appraisal of Resources and Demands-Revised (CARD-R, 2021), can provide valid and reliable measurements of teacher stress risk. Using qualitative and quantitative data analysis across three phases (n1 = 18; n2 = 246; n3 = 513), the current study developed and examined initial construct validity for the CARD-R through factor analyses, measurement invariance, and correlational analyses with related measures. Study results provide partial evidence for the construct validity of the CARD-R: good model fit indices were achieved via factor analyses with two samples, configural invariance was found between elementary and secondary teachers’ responses to the measure, and correlations between CARD-R subscales and related measures demonstrated convergent and discriminant validity. Results and implications for these findings and the measure’s continued development are discussed
Author: Kristen C. Mosley Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Over the last half century, teacher stress has remained a topic of interest for many researchers. However, as the educational landscape continues to shift over time, so too do the classroom setting and broader sociopolitical context in which teachers conduct their work. As such, the measures we use to ascertain to what extent teachers may be at-risk for stress must also evolve to ensure continued research is able to best capture the realities of the modern classroom. The current study aims to examine whether a revised version of a teacher stress measure, the Classroom Appraisal of Resources and Demands-Revised (CARD-R, 2021), can provide valid and reliable measurements of teacher stress risk. Using qualitative and quantitative data analysis across three phases (n1 = 18; n2 = 246; n3 = 513), the current study developed and examined initial construct validity for the CARD-R through factor analyses, measurement invariance, and correlational analyses with related measures. Study results provide partial evidence for the construct validity of the CARD-R: good model fit indices were achieved via factor analyses with two samples, configural invariance was found between elementary and secondary teachers’ responses to the measure, and correlations between CARD-R subscales and related measures demonstrated convergent and discriminant validity. Results and implications for these findings and the measure’s continued development are discussed
Author: Richard Lambert Publisher: IAP ISBN: 1607525232 Category : Education Languages : en Pages : 243
Book Description
School districts today face increasing calls for accountability during a time when budgets are stretched and students’ needs have become increasingly complex. The teacher’s responsibility is to educate younger people, but now more than ever, teachers face demands on a variety of fronts. In addition to teaching academic content, schools are responsible for students’ performance on state-wide tests. They are also asked to play an increasingly larger role in children’s well-being, including their nutritional needs and social and emotional welfare. Teachers have shown themselves to be more than capable of taking up such challenges, but what price is paid for the increasing demands we are placing on our schools? Understanding Teacher Stress in an Age of Accountability is about the nature of teachers stress and the resources they can employ to cope with it. Accountability is a two-way street and the authors in this volume suggest remedies for reducing teacher stress and in all likelihood increasing student learning—greater administrative support, more and better instructional materials, specialized resources targeted at demanding children, parental support, and professional recognition. Readers will discover that lack of funding, low pay, concerns about academic performance and student misbehavior, and increased public and governmental scrutiny are not exclusive to the United States. In this volume, the third in a series on Research on Stress and Coping in Education, authors from Australia, Turkey, Malaysia, and the Netherlands sound the same alarms, post the same warnings, and draw similarly disturbing conclusions.
Author: Carolyn M. Evertson Publisher: Routledge ISBN: 1135283451 Category : Education Languages : en Pages : 1357
Book Description
Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management.
Author: Teresa Mendonça McIntyre Publisher: Springer ISBN: 3319530534 Category : Psychology Languages : en Pages : 522
Book Description
This book brings together the most current thinking and research on educator stress and how education systems can support quality teachers and quality education. It adopts an occupational health perspective to examine the problem of educator stress and presents theory-driven intervention strategies to reduce stress load and support educator resilience and healthy school organizations. The book provides an international perspective on key challenges facing educators such as teacher stress, teacher retention, training effective teachers, teacher accountability, cyber-bullying in schools, and developing healthy school systems. Divided into four parts, the book starts out by introducing and defining the problem of educator stress internationally and examining educator stress in the context of school, education system, and education policy factors. Part I includes chapters on educator mental health and well-being, stress-related biological vulnerabilities, the relation of stress to teaching self-efficacy, turnover in charter schools, and the role of culture in educator stress. Part II reviews the main conceptual models that explain educator stress while applying an occupational health framework to education contexts which stresses the role of organizational factors, including work organization and work practices. It ends with a proposal of a dynamic integrative theory of educator stress, which highlights the changing nature of educator stress with time and context. Part III starts with the definition of what constitute healthy school organizations as a backdrop to the following chapters which review the application of occupational health psychology theories and intervention approaches to reducing educator stress, promoting teacher resources and developing healthy school systems. Chapters include interventions at the individual, individual-organizational interface and organizational levels. Part III ends with a chapter addressing cyber-bullying, a new challenge affecting schools and teachers. Part IV discusses the implications for research, practice and policy in education, including teacher training and development. In addition, it presents a review of methodological issues facing researchers on educator stress and identifies future trends for research on this topic, including the use of ecological momentary assessment in educator stress research. The editors’ concluding comments reflect upon the application of an occupational health perspective to advance research, practice and policy directed at reducing stress in educators, and promoting teacher and school well-being.
Author: Lisa A. Ruble Publisher: Springer Science & Business Media ISBN: 1461423325 Category : Psychology Languages : en Pages : 296
Book Description
Rising numbers of young children diagnosed with autism spectrum disorders means more students with ASD entering pre-school and the elementary grades. For these young learners, individualized instruction toward measurable goals is crucial to effective education. The COMPASS program—Collaborative Model for Promoting Competence and Success for Students with Autism Spectrum Disorders—has been developed to improve outcomes for these students in the unique context of their lives. Collaborative Model for Promoting Competence and Success for Students with ASD builds consulting and ASD knowledge competencies while working with families and teachers in a systematic, empirically supported consultation program. The book offers a framework for individualized assessment and program planning based in students’ life experiences along with family and teacher input. At the same time, its two-tiered consultation/coaching strategy is designed to minimize the setbacks that occur even in optimal family and classroom situations. Protocols, scripts, forms, and case examples are included for a complete guide to facilitating successful learning. Featured in the text: Theory and rationale behind COMPASS. Self-evaluation tools for assessing core skills and competencies. Guidelines for writing effective Individual Education Programs and the COMPASS Action Plan. Detailed instructions for implementing Action Plans and monitoring progress. Case studies of the COMPASS program in real-life situations. A complete kit of forms, scales, and checklists. Practitioners working with children with ASD, particularly in child and school psychology, special education, rehabilitation, social work, speech pathology, and developmental psychology, will find in Collaborative Model for Promoting Competence and Success for Students with ASD a consultation model that empowers teachers, families, and above all, students.
Author: Kristen C. Mosley
Author: Kristen C. Mosley
Author: Michael J. Fimian
Author: Anne Garland Harvell
Author: Roland Vandenberghe
Author: Richard Lambert
Author: Carolyn M. Evertson
Author: Teresa Mendonça McIntyre
Author: Gwendolyn Murphy
Author: Lisa A. Ruble
Author: J. Micheal Smith