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Author: Roland Vandenberghe
Publisher: Cambridge University Press
ISBN: 9780521622134
Category : Business & Economics
Languages : en
Pages : 400
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Book Description
International specialists review research in the field of career burnout in this 2009 volume.
Author: Roland Vandenberghe
Publisher: Cambridge University Press
ISBN: 9780521622134
Category : Business & Economics
Languages : en
Pages : 400
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Book Description
International specialists review research in the field of career burnout in this 2009 volume.
Author: Richard Lambert
Publisher: IAP
ISBN: 1607525232
Category : Education
Languages : en
Pages : 243
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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
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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: Keith C. Herman
Publisher: Guilford Publications
ISBN: 1462517986
Category : Psychology
Languages : en
Pages : 273
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Book Description
Ideal for use in teacher workshops, this book provides vital coping and problem-solving skills for managing the everyday stresses of the classroom. Specific strategies help teachers at any grade level gain awareness of the ways they respond in stressful situations and improve their overall well-being and effectiveness. Each chapter offers efficient tools for individuals, as well as group exercises. Teachers? stories are woven throughout. In a large-size format with lay-flat binding for easy photocopying, the book includes 45 self-monitoring forms, worksheets, and other handouts. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Author: Gordon S. Gates
Publisher: IAP
ISBN: 160752550X
Category : Education
Languages : en
Pages : 200
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Book Description
Mission Statement: This series of Works on stress and coping is centered on understanding the sources, experiences, and consequences of stress and coping in the educational arena. In formal organizations to informal experiences, those engaged in educational endeavors shape and are shaped by events and interactions that invoke salient to subtle stress and coping responses. We invite authors to submit manuscripts that present studies focused on stress and/or coping in any of the contexts, positions, peoples, and activities encompassed under the umbrella of education. Research using either qualitative or quantitative methodologies will be acceptable. The series is expected to appeal to a broad readership of scholars in the fields of education, psychology, sociology, and business who are interested in understanding the nature of stress and coping in education.
Author: Alfred S. Alschuler
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
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Book Description
This booklet presents articles that deal with identifying signs of stress and methods of reducing work-related stressors. An introductory article gives a summary of the causes, consequences, and cures of teacher stress and burnout. In articles on recognizing signs of stress, "Type A" and "Type B" personalities are examined, with implications for stressful behavior related to each type, and a case history of a teacher who was beaten by a student is given. Methods of overcoming job-related stress are suggested in eight articles: (1) "How Some Teachers Avoid Burnout"; (2) "The Nibble Method of Overcoming Stress"; (3) "Twenty Ways I Save Time"; (4) "How To Bring Forth The Relaxation Response"; (5) "How To Draw Vitality From Stress"; (6) "Six Steps to a Positive Addiction"; (7)"Positive Denial: The Case For Not Facing Reality"; and (8) "Conquering Common Stressors". A workshop guide is offered for reducing and preventing teacher burnout by establishing support groups, reducing stressors, changing perceptions of stressors, and improving coping abilities. Workshop roles of initiator, facilitator, and members are discussed. An annotated bibliography of twelve books about stress is included. (FG)
Author: Colin R. Riches
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 232
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Book Description
Author: Michael J. Fimian
Publisher: John Wiley & Sons
ISBN: 9780884221029
Category : Stress (Psychology)
Languages : en
Pages : 88
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Book Description
Author: Christopher J. McCarthy
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 339
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Book Description
This volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic. As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future. This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents’ achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher’s professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come. Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.
Author: Anthony Bryk
Publisher: Russell Sage Foundation
ISBN: 161044096X
Category : Education
Languages : en
Pages : 238
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Book Description
Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships—which they term relational trust—can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. A Volume in the American Sociological Association's Rose Series in Sociology
