What other strategies support teacher wellbeing?

2020 ◽  
pp. 84-122
Author(s):  
Suzanne Allies
Keyword(s):  
Teacher Wellbeing ◽  
Support Teacher

scholarly journals Trauma-Aware Practice and Positive Education

2021 ◽  
pp. 205-223
Author(s):  
Tom Brunzell
Keyword(s):  
Childhood Trauma ◽  
Secondary Traumatic Stress ◽  
Teacher Practice ◽  
Positive Education ◽  
Educational Disadvantage ◽  
Practice Models ◽  
Teacher Wellbeing ◽  
The Face ◽  
Trauma Informed ◽  
Support Teacher

AbstractIn this chapter, positive education is reframed using advances in understanding through trauma-informed perspectives for schools educating students impacted by trauma and systemic educational disadvantage. In order to de-silo trauma-informed teaching and positive education, trauma-aware perspectives are first introduced, including priorities for intervention arising from a systematic review of trauma-aware teacher practice models. Next, positive education is repositioned as a developmental step for teacher practice to fortify wellbeing strategies within the classroom. Then, recommendations are provided, giving guidance for how teachers can begin this practice within their own schools. The chapter concludes with recommendations to support teacher wellbeing in the face of secondary traumatic stress, vicarious effects of childhood trauma, and workplace burnout.

scholarly journals Digital Technologies—And Teacher Wellbeing?

2021 ◽  
Vol 11 (3) ◽  
pp. 117
Author(s):  
Don Passey
Keyword(s):  
Conceptual Model ◽  
Case Studies ◽  
Teacher Practices ◽  
Digital Technologies ◽  
Initial Step ◽  
Research Field ◽  
Relevant Case ◽  
Teacher Wellbeing ◽  
Support Teacher ◽  
Advance Knowledge

The concept of teacher wellbeing, the importance of considering teacher wellbeing, concerns for developing digital wellbeing and concerns for using digital technologies to support teaching practices have all been previously studied. The idea that uses of digital technologies can support teacher wellbeing (or not) and ways that uses might do this have not been studied to the same extent. Indeed, it can be argued that this topic requires a complete and focused area of study in its own right. This methodologically focused paper takes an initial step in this direction, exploring existing research and backgrounds to wellbeing, teacher wellbeing, digital wellbeing and uses of digital technologies to support teachers’ practices. The paper reviews conceptions of digital technologies supporting teacher wellbeing and offers a newly developed outline conceptual model and framework for this research field. The framework is tested, identifying influencing factors from evidence presented in a number of existing relevant case studies where digital technologies have been used to support teacher practices. The efficacy of the proposed framework is assessed, and the paper concludes by offering a proposed research instrument and strategy to advance knowledge in this area.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

An Adaptation of Multitiered Systems of Professional Development to Support Teacher Implementation of Tier 2 Behavioral Supports

2021 ◽  
pp. 107429562110266
Author(s):  
Mark D. Samudre ◽  
Jonathan L. Burt ◽  
Lauren M. LeJeune
Keyword(s):  
Professional Development ◽  
General Education ◽  
Behavior Management ◽  
Behavioral Interventions ◽  
Tier 2 ◽  
Teacher Implementation ◽  
Behavioral Supports ◽  
Intervention Team ◽  
Intensive Approach ◽  
Support Teacher

General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports.

How the Political Economy of Knowledge Production Shapes Education Policy: The Case of Teacher Evaluation in Federal Policy Discourse

2021 ◽  
pp. 016237372110039
Author(s):  
Sarah Reckhow ◽  
Megan Tompkins-Stange ◽  
Sarah Galey-Horn
Keyword(s):  
Political Economy ◽  
Teacher Evaluation ◽  
Education Policy ◽  
Knowledge Production ◽  
Policy Discourse ◽  
The Political ◽  
Financial Infrastructure ◽  
Congressional Hearing ◽  
Elite Interviews ◽  
Support Teacher

Using congressional testimony on teacher quality from 2003 to 2015 and analysis of 60 elite interviews, we show how the political economy of knowledge production influences idea uptake in education policy discourse. We develop and assess a conceptual framework showing the organizational and financial infrastructure that links research, ideas, and advocacy in politics. We find that congressional hearing witnesses representing groups that received philanthropic grants are more likely to support teacher evaluation policies, but specific mentions of research in testimony are not a factor. Overall, our study shows that funders and advocacy groups emphasized rapid uptake of ideas to reform teacher evaluation, which effectively influenced policymakers but limited the use of research in teacher evaluation policy discourse.

EI training and pre-service teacher wellbeing

2014 ◽  
Vol 65 ◽  
pp. 81-85 ◽  
Author(s):  
Ashley K. Vesely ◽  
Donald H. Saklofske ◽  
David W. Nordstokke
Keyword(s):  
Teacher Wellbeing ◽  
Pre Service Teacher

scholarly journals ISSUES AND CHALLENGES USE OF FROG VLE IN SCIENCE LEARNING

2018 ◽  
Author(s):  
Titik Rahayu ◽  
Syafrimen Syafril ◽  
Mohamed Yusoff bin Mohd Nor ◽  
Agus Pahrudin ◽  
Nur Rohmatul Aini ◽  
...  
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Science Learning ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Learning Science ◽  
Information And Communication ◽  
Support Teacher ◽  
Century Science

Frog Virtual Learning Environment (Frog VLE) is one of the supporting learning applications utilizing Information and Communication Technology (ICT) in 21st-century science learning. This paper concept tries to look at various issues in using VLE Frog to carry out science learning activities. Some previous studies were analyzed in depth for this purpose. The results of the analysis show that Frog VLE has not been widely used to support teacher science learning. In fact, the VLE Frog needs to be given a serious support to add to the process of learning science in the future, the teacher must be given continuous and consistent training in the use of the Frog VLE in the process of learning science.

scholarly journals 15. Clicker Lessons: Assessing and Addressing Student Responses to Audience Response Systems

2011 ◽  
Vol 1 ◽  
pp. 85
Author(s):  
Tim Pelton ◽  
Leslee Francis Pelton ◽  
Mary Sanseverino
Keyword(s):  
Audience Response ◽  
Evaluation Tool ◽  
Audience Response Systems ◽  
Self Evaluation ◽  
Perceived Need ◽  
Large Size ◽  
Response Systems ◽  
Support Teacher ◽  
The University ◽  
The Impact

This project began in response to a perceived need to assess students’ perceptions with respect to the emerging use of audience response systems (clickers) in several mid- to large-size undergraduate courses at the University of Victoria. We developed and validated a “Clicker Use Survey” to gather students’ opinions with respect to clicker utility and the impact of clicker use on their learning. With the collected data we generated a set of baseline distributions to support assessment of various clicker use protocols and created a self-evaluation tool to share with instructors to support teacher reflection on the efficacy of their clicker practices. We also provided a sample self-evaluation to model the use of the tool. Links to the survey instrument, baseline data and self-evaluation tool, and sample self-evaluation are provided.

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