Teacher stress interventions: A systematic review

Due to the increased pressure from test‐based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing these negative outcomes. Although there have been several recent intervention studies in the domain of teacher stress, there has been no systematic review to compare the type and effectiveness of teacher stress interventions. Included within this review are interventions from a variety of modalities such as knowledge‐based, behavioral, cognitive‐behavioral, and mindfulness approaches. Results indicated that the most effective interventions were in the mindfulness, behavioral, and cognitive‐behavioral domains. Interventions which delivered solely informational content were among the least effective.     

Teacher salaries in Latin America: A review

In this paper we use data from household surveys of 12 Latin American countries to assess how teacher salaries compare to workers in other occupations. The results show great variability from one country to another, ranging from an apparent underpayment of teachers in Bolivia by 35% relative to the control group, and a respective overpayment of 65% in Colombia. However, when statistical controls are introduced for the differential education, hours worked and gender composition between teachers and the comparison group, much of the earnings differential between the two groups disappears. On the basis of this finding, we cannot support the position that teachers are either overpaid or underpaid.     

Perceptions of Retirement Affect Career Commitment: The Mediating Role of Retirement System Satisfaction for Two Teacher Age Groups

This study investigated a sample of California elementary, intermediate, and high school employed teachers (N = 247) to assess the effects of retirement perceptions on career commitment among teachers who are in different age groupings. Using path analysis, the influence of five retirement perceptions variables was examined: concerns about retirement benefits, understanding of the retirement system, perceived need for system change, control over the retirement plan, and satisfaction with current salary. The results indicated that the pattern of results differed for younger and older teachers. For the younger (age 21–45) group, concerns about retirement benefits (such as losing or reducing benefits through geographic mobility) and control over the retirement plan had significant, large, and direct effects on career commitment. For the older (age 46+) group, retirement variables had a significant effect on career commitment via the mediator of satisfaction with the retirement system. Given these findings, for younger teachers, strategies might focus on providing greater control over the retirement plan, such as in offering choice in how their retirement monies are invested. Older teachers need to feel safe about retirement in the sense of being satisfied with the system and its benefits to commit to their jobs.     

老师开好自己的健康快车

近年来,中小学生的心理健康教育越来越受到重视,各地正在采取多样化的教学方式用于加强学生的心理健康教育工作,这十分必要.但是,教师的心理健康问题却一直未能引起足够的重视.现代化教学要求教师做到高效率、高质量、快节奏,所以很多教师都是在超负荷的状态下工作,时常感到疲惫、失眠、心情烦躁等.教师的工作时间往往延伸到八小时以外,这必然加剧了教师的工作负担;职业的特殊性决定了教师心理所承受的超负荷性,因此,教师的心理问题就会逐步累积,从而表现出一种不健康或亚健康状态.     

Functions of Metaphor in Teaching and Teacher Education: A review essay

This article reviews the pertinent research literature on metaphors in teaching and teacher education. The main purpose is to explore these metaphors as evidences of prospective and practicing teachers' reasoning about teaching, learning, and schooling. The current review is organized around the major functions of metaphor in education. In this way, it is intended to contribute to the existing scholarly research in the field of teaching and teacher education stemming largely from metaphor analysis. The present essay discusses 10 distinct functions of metaphor in education and provides illustrative studies for each function. It strongly argues for the inclusion of various educational metaphors in teacher education programs because of their functional benefits.     

School Organizational Health and Teacher Commitment: A Contingency Study with Multi-level Analysis

Traditional studies of teacher commitment often ignore the effect of interactions between personal characteristics and school environment and the implications of their findings are inevitably limited. Responding to this research gap, the present study aims to investigate the contingency relationship of school organizational health to teacher commitment with multi-level statistical analysis. The study was a survey involving 20 aided primary schools and 423 teachers in Hong Kong. The findings suggest that three school organizational health factors such as morale, consideration and institutional integrity are related to teacher commitment through interactions with the teacher personal characteristics such as position, marital status, and length of service in the school. The result supports that the relationship between school organizational health and teacher commitment is contingent upon teacher characteristics. The interesting findings can provide implications for school improvement and future research.     

Pupil Performance,Absenteeism and School Drop-out: A Multi-dimensional Analysis

This article assesses whether second-level schools in Ireland, typically covering pupils 12 to 18 years of age, are equally effective in relation to three different outcomes: examination performance, absenteeism and potential drop-out among pupils. The article uses data from a large-scale survey of second-level pupils in 116 schools in Ireland. Analysis is restricted to one cohort: pupils aged 15-16 years who took a nationally standardised examination, the Junior Certificate, in 1994. Multivariate multi-level modelling techniques are used to assess the impact of pupil background and schooling factors on overall examination performance, on absenteeism levels and on intentions to leave school after the exam. Some consistency is found among these different dimensions of school effectiveness: pupil absenteeism and potential drop-out rates are lower in schools which enhance academic progress among pupils. These outcomes are associated with more positive teacher-pupil relations and a more positive academic climate within the school.     

成人依恋与心理健康问题研究

本文回顾成人依恋在心理健康领域取得的相关研究成果，即成人依恋与抑郁、人格障碍和精神病等的关系，以及依恋与昼问题之间的联系机制，并探讨该领域将来需要深入研究的问题。     

教师教育与发展的文化历史观———学习教学》评介

本文评介了Viv Ellis,Anne Edwards 和Peter Smagorinsky 主编的《教师教育与发展的文化历史观—学习教学》。文章首先指明了该书的出版对于教师学习研究领域的意义,然后对本书的主要内容和结构进行了介绍,并且结合国内的外语教师学习研究现状进行了评论。作者希望通过本书的评介让国内的外语教师教育工作者与研究者了解社会文化理论各流派的由来与发展状况,明晰社会文化视角下教师学习研究的核心问题,进而思考如何结合中国实际开展有创新的本土化研究。     

Teacher attrition: a review of literature

Teacher attrition is generally positioned within research addressing teacher shortage, the wastage of resources and expertise, as well as that concerning teachers’ lowly status and poor working conditions. As such the research is fragmented and diverse. This paper attempts to draw together contemporary international attrition research in order to consider: how teacher attrition may be defined; patterns of attrition; influences upon attrition; the impact of attrition; and strategies employed for decreasing attrition. It concludes that research concerning teacher attrition requires the development of more comprehensive databases on teaching personnel and increased clarity of how attrition is being framed and investigated.     

Retirement and learning: A longitudinal qualitative approach

This paper discusses retirement as a learning process, where learning, be it formal or informal, enables retirees to adjust to the transition from work to retirement. Such discussion is important given the fact that the world population is aging and that more people are retiring in the next few decades. Moreover, people are experiencing an increased length of retirement due to longer lifespan. Promoting the retirement experience as a productive learning process will bring huge social benefits to impact all involved, including the individual retirees themselves. Much early retirement research considered retirement as a monolithic event, which affects all retirees in similar ways, thereby justifying a cross-sectional approach to take a snapshot of the adjustment process. Such approach falls short of capturing the dynamic process that is characteristic of the retirement transition; and masks individual differences as retirees conceptualize, experience, and negotiate their own ways through the process of adaptation as it unfolds during the transition from work to retirement. This paper argues that in order to obtain in-depth understanding of the individual experiences in the retirement transition and to gain insight into the role of learning in the process, we need to use a qualitative, longitudinal approach to track and reflect the different patterns of change for retirees at different points in time. By examining the process of change and the retirement experiences of retirees using a longitudinal qualitative approach, we should be able to illustrate, how an individual learn to experience and adapt to retirement, so as to support the claim that the retirement process is unique and that learning is an integral part of that process.     

Exemplary Teacher Induction: An international review

Whereas present theories of transformative learning tend to focus on the rational and reflective actor, in this article it is suggested that spontaneous action may play a decisive role in transformative learning too. In the spontaneity of action, novelty finds its way into life, gains momentum, is respected by others and reflected by the actor. Such transformation processes are investigated both with the means of theoretical reflection and of empirical inquiry. Based on nine narrative interviews typical phases of transformative learning processes are identified. Owing to the comparative nature of the study, it was also possible to develop an age‐related typology that overlaps certain phases of the transformation process. These empirical findings constitute the background against which the nexus of spontaneous action and transformative learning is reflected theoretically. Theories drawn upon include John Dewey's Pragmatism and George Herbert Mead's Social Pragmatism. Both scholars provide rich theoretical concepts for reflecting on the nature of that what so often eludes from the control of both educators and learners: the spontaneity of the beginning.     

不良家庭类型与子女心理健康

国内外研究表明。不良家庭类型对儿童的心理发展及健康极为不利。常见的不良家庭类型有危险性家庭、社会经济地位低下的家庭以及婚姻状况不良的家庭，这些类型的家庭对儿童情绪、社会性、性格等都具有不良影响。     

Minding the Gaps in Absenteeism: Disparities in Absenteeism by Race/Ethnicity,Poverty and Disability

ABSTRACT

Children from certain racial and ethnic minority backgrounds, in poverty, and/or with a disability, often face distinct challenges in attending school, leading them to miss more school relative to their non-minority, more socio-economically advantaged and non-disabled peers. This brief describes these disparities in absenteeism in the US, discusses the challenge of explaining these disparities, and considers the implications that disparities have for addressing absenteeism. Finally, it closes with advice on how schools can make headway in reducing disparities in absenteeism. As this brief argues, while schools can readily document absenteeism gaps, diagnosing the root causes of these gaps remains much more elusive. Further, schools seeking to reduce disparities in absenteeism will not only need to intentionally establish explicit targets to reduce such gaps, but they will need to develop individualized strategies to remove barriers to attendance thereby getting children—especially those facing disproportionate challenges—back into the classroom.     

Absenteeism in Undergraduate Business Education: A Proposed Model and Exploratory Investigation*

One issue in undergraduate business education remaining underexamined is student absenteeism. In this article, the literature on undergraduate absenteeism is reviewed culminating in a proposed conceptual framework to guide future research, and an exploratory investigation of management students’ attitudes about absenteeism is conducted. Implications for research practice are discussed.     

影响大学生健康的不良生活习惯的调查研究--以湖南省16所高校1600名大学生为例

采用文献资料、问卷调查等方法，对湖南省16所高校1600名大学生的生活习惯进行调查研究．结果表明，有7种不良生活方式严重地影响着大学生的健康和学习．建议各高校要严格管理制度，加强思想教育，注重健康教育和体育卫生保健工作，使学生认识到其危害性，采取预防措施，防止不良生活习惯的蔓延和泛滥．     

教师自主:一种审视教师发展的视角

作为普通的、基本的人类需要,自主是人类自组织行动的自然倾向,它以独立、自由与自我决定为主要特征。但在现实的学校教育中,教师往往被异化为被动操作的技师和迷失自我的物化工具,在多种共生关系中表现为盲目服从或简单拒斥。因此,要对教师自立的目标进行定位,找准影响教师自主的原因,从而采取一定的策略来提升教师自主变革。     

Teacher assessment literacy: a review of international standards and measures

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different conceptions of assessment literacy. The purpose of this research is to (a) analyze assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the assessment landscape over time and across regions and (b) analyze prominent assessment literacy measures developed after 1990. Through a thematic analysis of 15 assessment standards and an examination of eight assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of assessment literacy. Results also serve to define the multiple dimensions of assessment literacy and yield important recommendations for measuring teacher assessment literacy.