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Teacher Stress and its Manifestation: A Longitudinal Comparison
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differentiated teacher stress, page 3
Handouts will be designed that include major findings, along with two columns for notes under “Applies to My School” and “Brainstorming Change.” At two points, the audience will be asked to share what they’ve written, in order to keep the focus on practical application. At the end of the session, an electronic chat room will be established to share suggestions for using this information in participants’ own schools and settings.
REFERENCES:
Abidin, R.R., & Robinson, L.L. (2002). Stress, biases, or professionalism: What drives teachers’
referral judgments of students with challenging behaviors. Journal of Emotional andBehavioral Disorders, 10(4), 204-212.
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters and what leaders can do.
Educational Leadersip, 60(8), 6–13.
Edmondson, S.L., & Thompson, D. (2002). Burnout among special educators: A meta-analysis.
In G. Gates & M. Wolverton (Eds.), Toward wellness: Prevention, coping, and stress.Greenwich CT: Information Age.
Frydenberg, E. (Ed.) (2004). Thriving, surviving or going under: Coping with everyday lives.
Greenwich, CT: Information Age.
Grant, M.M., & Hill, J.R. (2006). Weighing the risks with the rewards: Implementing student-
centered pedagogy within high stakes testing. In R. Lambert & C. McCarthy (Eds.),Understanding teacher stress in an age of accountability. Greenwich, CT: Information Age.
McColl, A. (2005, April). Tough call: Is No Child Left behind constitutional? Phi Delta Kappan,
86, 604-610.
Webb, P.T. (2006). The stress of accountability: Teachers as policy brokers in a poverty school.
In R. Lambert & C. McCarthy (Eds.), Understanding teacher stress in an age of accountability. Greenwich, CT: Information Age.
Woods, P., & Carlyle, D. (2002). Teacher identities under stress: The emotions of separation and
renewal. International Studies in Sociology of Education, 12(2), 169–189.
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| | Authors: McHardy, Robbie. |
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differentiated teacher stress, page 3
Handouts will be designed that include major findings, along with two columns for notes under
“Applies to My School” and “Brainstorming Change.” At two points, the audience will be
asked to share what they’ve written, in order to keep the focus on practical application. At the
end of the session, an electronic chat room will be established to share suggestions for using this
information in participants’ own schools and settings.
REFERENCES:
Abidin, R.R., & Robinson, L.L. (2002). Stress, biases, or professionalism: What drives teachers’
referral judgments of students with challenging behaviors. Journal of Emotional and
Behavioral Disorders, 10(4), 204-212.
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters and what leaders can do.
Educational Leadersip, 60(8), 6–13.
Edmondson, S.L., & Thompson, D. (2002). Burnout among special educators: A meta-analysis.
In G. Gates & M. Wolverton (Eds.), Toward wellness: Prevention, coping, and stress.
Greenwich CT: Information Age.
Frydenberg, E. (Ed.) (2004). Thriving, surviving or going under: Coping with everyday lives.
Greenwich, CT: Information Age.
Grant, M.M., & Hill, J.R. (2006). Weighing the risks with the rewards: Implementing student-
centered pedagogy within high stakes testing. In R. Lambert & C. McCarthy (Eds.),
Understanding teacher stress in an age of accountability. Greenwich, CT:
Information Age.
McColl, A. (2005, April). Tough call: Is No Child Left behind constitutional? Phi Delta Kappan,
86, 604-610.
Webb, P.T. (2006). The stress of accountability: Teachers as policy brokers in a poverty school.
In R. Lambert & C. McCarthy (Eds.), Understanding teacher stress in an age of
accountability. Greenwich, CT: Information Age.
Woods, P., & Carlyle, D. (2002). Teacher identities under stress: The emotions of separation and
renewal. International Studies in Sociology of Education, 12(2), 169–189.
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