rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Research on teacher stress
    sub title: implications for the COVID-19 pandemic and beyond
  name:
    name part: McCarthy, Christopher J.
    role:
      role term: editor.
  name:
    name part: Lambert, Richard G.
    role:
      role term: editor.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2023
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (340 pages) : illustrations
  abstract: "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 b…
  table of contents: Introduction : teacher stress and coping during the pandemic : what can we learn and how can we move forward? / Christopher J. McCarthy and Richard G. Lambert -- Linking parents' achievement worries to children's felt pressure and poor scholastic performance / Ann-Kathrin Hirschauer, Miguel Kazen, and Julius Kuhl -- Bearing witness : a phenomenological study on teacher compassion fatigue and coping in Southern California during COVID-19 / Rebecca S. Levine, Amy Vatne Bintliff, and Caren Holtzman -- Proactive coping and teacher stress vulnerability in high stress teaching contexts / Rachel E. Gaines, Christopher J. McCarthy, and Sally Lineback -- Teacher stress during the COVID-19 pandemic : an examination of North Carolina early childhood educators / Richard G. Lambert, Archana V. Hegde, T. Scott Holcomb, Bryndle Bottoms, Kayla Geistman, and Taylor Brown -- COVID-19 has made a grave situation worse : depression symptoms among early childhood teachers / Nail Hassairi, Gail E. Joseph, Heather Cook, Janet S. Soderberg, Juliet Taylor, Linghui Chu, Maria C. Limlingan, and Anran Ouyang -- Early childhood educators' experiences during an Australian COVID-19 lockdown / Rebecca. A. Thomas and Emily Berger -- Examining the mentor-mentee dyad to understand the role of early career teacher stress created by COVID-19 / Sonya Haidusek-Niazy and Rob E. Carpenter -- First-year teachers seek mentoring and stress management during a pandemic / Sharon Daley, Tammi Davis, Jackie Sydnor, and Margaret Ascolani -- Examining elementary educators' awareness and perceptions of trauma-informed teaching approaches / Lucy T. Callicott and Katherine Baker -- At risk of trauma : the exacerbation of teacher stress during the COVID-19 pandemic / Helen H. Min and Patricia A. Jennings -- Evaluation of a teacher stress reduction group during a pandemic / Maytal Eyal, Cassandra A. Gearhart, Kristen C. Mosley, and Christopher J. McCarthy -- It's just about helping them feel safe : exploring the impact o…
  note: Christopher J. McCarthy, Richard G. Lambert, editors.
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references.
  subject:
    geographic code: n-us---
  subject:
    topic: Teachers
    topic: Job stress
    geographic: United States
  subject:
    topic: Social distancing (Public health) and education
    geographic: United States
  subject:
    topic: COVID-19 Pandemic, 2020-2023
    topic: Psychological aspects
  subject:
    topic: Education
    topic: Teaching
    topic: General
  subject:
    topic: Teaching staff
  subject:
    topic: Teaching skills and techniques
  classification: 371.1001/9
  classification: 37.07
  related item:
    title info:
      title: Research on stress and coping in education series
  identifier: 9781806602131
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 230320
    record change date: 20250607121048.0
    record identifier: em-9781806602131
    language of cataloging:
      language term: eng