In Search of a Useful Definition of Mastery

What way of thinking about mastery will most effectively guide curriculum and instruction

Predicting and Reducing Aggression and Violence Toward Teachers: Extent of the Problem and Why it Matters

Although violence prevention has largely focused on students, national and state-level studies suggest that teacher-directed violence warrants attention by researchers, policy makers, and school stakeholders. In this chapter, we provide an overview of the empirical literature on teacher-directed violence, including the extent of the problem, types of violence teachers experience, measurement issues, and how this problem varies across perpetrators and social contexts. We specify recommendations for assessment, including developing and using reliable and valid measures to better understand teachers\u27 experiences with violence. Violence prevention approaches are described, and we advocate for assessment and intervention that incorporate teacher experiences. Using a social-ecological model, we outline intervention strategies that address school violence that affects students, teachers, and administrators at the microsystem, mesosystem, exosystem, and macrosystem levels. Ultimately, we need to take the entire school ecology into account to reduce violence and create an effective teaching and learning environment where everyone feels safe

Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit

Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370 pre-Kindergarten-12th grade teachers was White (79%) and female (79%). Descriptive analyses revealed that 25% of teachers reported intentions to transfer schools and 43% of teachers reported intentions to quit teaching. Structural equation model results indicated pre-COVID-19 verbal and threatening violence from students, parents, colleagues, and administrators predicted teacher anxiety and stress and intentions to transfer schools (R² ranged from .18 to .23) and quit the profession during COVID-19 (R² ranged from .34 to .36). Anxiety and stress significantly mediated the relation between verbal and threatening violence across all aggressors and teacher intentions to transfer schools and quit the profession. Physical violence from certain aggressors predicted anxiety and stress and intention to transfer schools (R² ranged from .15 to .18) and quit the profession (R² ranged from .32 to .34). Further, teacher and school characteristics, such as identifying as a person of color and teaching at the middle and high school levels, were associated with greater intentions to transfer schools and quit the profession. Implications for school-based research, practice, and policy are discussed to address violence and promote positive work and learning environments for all school stakeholders

The Teaching and Learning of Twenty-First Century Skills

This paper and accompanying presentation, by Eric M. Anderman, was given for the National Research Council Board on Testing and Assessmentâs Workshop on Assessment of 21st Century Skills, Irvine, California, January 12-13, 2011. In it, Anderman critically examine how 21st century skills can be taught, and how they are best learned, focusing on three domains of these skills: cognitive skills (i.e., problem-solving and critical thinking), interpersonal skills (i.e., communication skills, teamwork, and cultural sensitivity), and intra-personal skills (i.e., self-regulation, executive functioning, and self-management). In addition, Anderman discusses domain-specificity verses domain-generality of the teaching and learning of these skills and examines contextual factors that facilitate and hinder the teaching and learning of these skills

Classroom motivation/ Anderman

xv, 222 hal.: ill.; tab.: 24 cm

Educational psychology : developing learners

776 p.; 28 c

International guide to student achievement

xxii, 504 p. ; 28 c

Adolescent Development for Educators

Designed for both undergraduate and masters-level adolescent development courses. Also appropriate for educational psychology courses for teachers training to teach at the secondary school level. This package includes the loose-leaf version and MyEducationLab® with Enhanced Pearson eText. An adolescent development text written for educators. The existing textbooks on adolescent development are predominantly written for undergraduate psychology majors and have little to say about what the theories and research mean for teachers in schools working with adolescent students. The key feature that guided the development of this book and that sets it apart from other textbooks on adolescent development is the focus on application of concepts to educational settings and the practical implications for teachers.https://scholarcommons.scu.edu/faculty_books/1222/thumbnail.jp