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Research article

First published 2021-06-24

Analysis on the difference of college teachers’ professional pressure and strategies to improve teachers’ mental health under the expectancy theory

Xiao Liang, Oscar O. Bautista

WORK: A Journal of Prevention,Assessment & Rehabilitation

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Other

First published 2022-1

Intensive Teaching: Examining Teachers’ Professional Pressures and Pedagogical Practices at an Elite School

Adrienne Lee Atterberry

Contemporary Education Dialogue

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Research article

First published 1985-12

Learning from Experience: History and Teacher Education

DONALD WARREN

Educational Researcher

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Research article

First published 2018-5

Speaking Up and Activism Among Frontline Employees: How Professional Coping Influences Work Engagement and Intent to Leave Among Teachers

Nina M. van Loon, Madelon Heerema, Marit Weggemans [...]

The American Review of Public Administration

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Research article

First published 2020-6

Constrained or sustained by demands? Perceptions of professional autonomy in early childhood education

Arda Oosterhoff, Ineke Oenema-Mostert, Alexander Minnaert

Contemporary Issues in Early Childhood

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Research article

First published 2019-4

“I Don’t Want to Come Off as Pushing an Agenda”: How Contexts Shaped Teachers’ Pedagogy in the Days After the 2016 U.S. Presidential Election

Alyssa Hadley Dunn, Beth Sondel, Hannah Carson Baggett

American Educational Research Journal

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Research article

First published 1968-01

Classroom Management of Children with Learning Difficulties

Edgar A. Doll

Journal of Learning Disabilities

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Research article

First published 2004-3

Patterns of Resistance and Support among Play-Based Teachers in Public Schools

Eric J. Erwin, Heather A. Delair

Contemporary Issues in Early Childhood

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Research article

First published 2014-10

Perceiving Professional Risk in Five Stories

Jehanne Beaton

Qualitative Inquiry

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Research article

First published 2015-11

Special Education Professional Standards

Sara B. Woolf

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children

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