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Hancock, Stephen D.; Showunmi, Victoria; Lewis, Chance – Theory Into Practice, 2020
It is evident that many Black women teachers (BWTs) are leaving the teaching profession due to mental and emotional health, professional and collegial relationships, as well as curricular and school culture. In this article, we use the story of Alicia to explore the instructional, professional, and emotional stress that many Black women teachers…
Descriptors: Women Faculty, African American Teachers, Labor Turnover, Mental Health
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Rodriguez, Alberto J. – Theory Into Practice, 2017
Making engineering and science culturally and socially relevant requires teachers to have broader content knowledge and an increased repertoire of pedagogical skills. One aspect of being an effective and culturally inclusive teacher that is seldom discussed is the ability to engage with the emotions associated with working for social justice. In…
Descriptors: Engineering Education, STEM Education, Emotional Development, Emotional Response
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Yoon, Jina; Bauman, Sheri – Theory Into Practice, 2014
To complete this special issue on theoretical bases for antibullying efforts in schools, we focus in this article on the importance of teachers and other educators in the ecology of schools. First, we present evidence that teachers are not perceived to be effective at intervening when bullying occurs. Then, using a social motivational lens, we…
Descriptors: Bullying, Prevention, Intervention, Teacher Education
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Rose, Chad A.; Forber-Pratt, Anjali J.; Espelage, Dorothy L.; Aragon, Steven R. – Theory Into Practice, 2013
The involvement of students with disabilities within the bullying dynamic has been recognized as a pressing issue within the nation's schools. Unfortunately, few studies have examined the psychosocial outcomes related to the bullying involvement of students with disabilities. However, involvement in bullying has been linked to negative short-…
Descriptors: Bullying, Psychological Patterns, Social Influences, Disabilities
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Sutton, Rosemary E.; Mudrey-Camino, Renee; Knight, Catharine C. – Theory Into Practice, 2009
This article describes a series of studies on teachers' attempts to modify the intensity and duration of their emotions, and how their emotions are expressed in the classroom. Among the important findings is that teachers practice emotion regulation because they believe it makes them more effective in management, discipline, and their…
Descriptors: Classroom Techniques, Emotional Response, Middle School Teachers, Preschool Teachers
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Rosenblatt, Louise M. – Theory into Practice, 1982
Reading is a transactional interplay between the reader and the text. Reading for cognitive understanding and for aesthetic enjoyment are very different processes. Schools tend to emphasize the first and neglect the second, although children first experience language in an aesthetic way. Reading instruction should emphasize both types of reading.…
Descriptors: Aesthetic Education, Beginning Reading, Childrens Literature, Early Experience
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Meyer, Mary E.; Berg-Cross, Linda – Theory Into Practice, 1976
Effective teaching strategies are outlined for helping the shy and withdrawn child to become an involved participant in the classroom. (JD)
Descriptors: Antisocial Behavior, Behavior Problems, Behavioral Objectives, Child Psychology
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Dickerscheid, Jean D. – Theory Into Practice, 1974
Descriptors: Child Development, Children, Emotional Response, Intellectual Development
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Sylwester, Robert – Theory into Practice, 1983
A school functions as a stress-reduction agency when it: (1) provides students with information and skills they will need to solve threatening problems they will meet in life and (2) creates an environment that allows staff to feel they are helping students. Physical reactions involved in stress are discussed. (PP)
Descriptors: Educational Environment, Educational Strategies, Elementary Secondary Education, Emotional Response
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Pilder, William F. – Theory Into Practice, 1974
This article discusses three aspects of love and the need for it in today's society. (PD)
Descriptors: Educational Environment, Emotional Development, Emotional Response, Human Relations