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Examining Elementary Teachers’ Risk for Occupational Stress: Associations With Teacher, School, and State Policy Variables


by Richard Lambert, Christopher J. McCarthy, Paul G. Fitchett & Maytal Eyal - 2018


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Cite This Article as: Teachers College Record Volume 120 Number 12, 2018, p. 1-42
https://www.tcrecord.org ID Number: 22503, Date Accessed: 10/18/2019 12:20:11 AM
 
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About the Author
  • Richard Lambert
    University of North Carolina at Charlotte
    E-mail Author
    RICHARD LAMBERT is a professor in the Department of Educational Leadership at the University of North Carolina at Charlotte, director of the Center for Educational Measurement and Evaluation, and Editor of NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field. He earned his Ph.D. in research, measurement, and statistics and Ed.S. in counseling psychology from Georgia State University. His research interests include formative assessment for young children, applied statistics, and teacher stress and coping. Recent publications: Lambert, R. G., Kim, D., Durham, S., & Burts, D. (2017). Differentiated rates of growth across preschool dual language learners. Bilingual Research Journal, 40(1), 81–101, doi:10.1080/15235882.2016.1275884; and Martin, C., Lambert, R. G., Polly, D., Wang, C., & Pugalee, D. K. (2016). The measurement properties of the Assessing Math Concepts’ assessments of primary students’ number sense skills. Journal of Applied Measurement, 17(3).
  • Christopher McCarthy
    University of Texas at Austin
    E-mail Author
    CHRISTOPHER J. MCCARTHY is a professor in the Department of Educational Psychology at the University of Texas at Austin. His research interests include stress and coping in educational contexts, group counseling, and career development. Dr. McCarthy’s primary scholarly focus is on researching factors that cause stress for K–12 teachers and developing interventions to promote teacher wellness. He is currently Editor of the Journal for Specialists in Group Work. Recent publications: McCarthy, C. J., Whittaker, T., Boyle, L., & Eyal, M. (2017). Quantitative approaches to group work: Suggestions for best practices. Journal for Specialists in Group Work, 42(1), 3–16; and McCarthy, C. J., Lambert, R. G., Lineback, S., Fitchett, P., & Baddouh, P. (2016). Assessing teacher appraisals and stress in the classroom: Review of the Classroom Appraisal of Resources and Demands. Educational Psychology Review, 28(3), 577–603, http://dx.doi.org/10.1007/s10648-015-9322-6
  • Paul Fitchett
    University of North Carolina at Charlotte
    E-mail Author
    PAUL G. FITCHETT is an associate professor in the Cato College of Education at the University of North Carolina at Charlotte. He studies the intersections between teacher working conditions, student learning outcomes, and educational policy. His previous research has been published in Education Policy Analysis Archives, Education Policy, and Teachers and Teaching Education.
  • Maytal Eyal
    University of Texas at Austin
    E-mail Author
    MAYTAL EYAL is a doctoral student in counseling psychology at the University of Texas, Austin. She examines stress and trauma within a variety of populations, particularly among educators and members of marginalized groups. A recent publication is: Whittaker, T., Boyle, L. & Eyal, M., & McCarthy, C. J. (in press). What really happens in group research? Results of a content analysis of recent quantitative research in JSGW. Journal for Specialists in Group Work.
 
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