McCarthy / Lambert International Perspectives on Teacher Stress

1. Auflage 2012
ISBN: 978-1-61735-917-0
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 394 Seiten

Reihe: Research on Stress and Coping in Education

Autoren/Hrsg.

Mccarthy, Christopher

Lambert, Richard

Inhaltsverzeichnis

1;Cover;1
2;Series page;2
3;International Perspectives on Teacher Stress;4
4;Library of Congress Cataloging-in-Publication Data;5
5;Contents;6
6;Acknowledgements;10
7;Introduction;12
8;Part I: Understanding International Teacher Stress Using a Multi-Method, Multi-Context Approach;18
9;Chapter 1: The Impact of Cultural Values, Country Characteristics, and Educational Reform on Teacher Stress Levels in Norway;20
10;Chapter 2: Elementary Level Mathematics Teachers’ Stress at a Time of Curriculum Reform in Turkey;38
11;Chapter 3: Student Teachers’ Epistemological Beliefs, Conceptions about Teaching and Learning and Perceived Stress During Practicum;62
12;Chapter 4: Effects of Stress on Teacher Decision Making;86
13;Chapter 5: A Mixed Methods Study of Stress, Coping, and Burnout Among Kindergarten and Elementary Teachers in Germany;112
14;Chapter 6: Early Childhood Teachers’ Experiences with Challenging Student Behavior in Germany;138
15;Chapter 7: Washington State Elementary Teachers’ Stress;156
16;Chapter 8: Assessment of Teacher Demands and Resources;172
17;Chapter 9: Assessing Multicultural Competence and Stress with Teachers;192
18;Chapter 10: Burnout and Coping Strategies Across Primary and Secondary Public Schoolteachers;212
19;Chapter 11: Effects of Collaborative Problem Solving on Stress, Burnout, and Coping Resources in Early Childhood Special Educators;236
20;Chapter 12: Understanding Teacher Stress in an Age of Globalization;260
21;Part II: Understanding International Teacher Stress Using a Mono-Method, Multi-Context Approach;264
22;Chapter 13: Measuring the Perceived Incidence of Challenging Student Behavior;266
23;Chapter 14: A Mixed Methods Study of the Responses to Two Open-Ended Questions Regarding Stress in the Classroom from a Sample of Italian Teachers;284
24;Chapter 15: Stress in Teacher–Student Interactions and Teacher Activeness as a Positive Coping Resource;306
25;Chapter 16: Teacher Stress in Working with Behavioral Problems of Students in Hong Kong;326
26;Chapter 17: Predictors of Elementary Teachers’ Burnout Symptoms;350
27;Chapter 18: Consideration for a Global Approach to Understanding and Preventing Teacher Stress;374
28;About the Contributors;388