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Teacher Well-Being and Intentions to Leave: Findings from the 2023 State of the American Teacher Survey
Authors: --- --- ---
Year: 2023 Publisher: RAND Corporation

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Abstract

The well-being and mental health of kindergarten through grade 12 (K–12) public school teachers has been a topic of national concern during the coronavirus disease 2019 (COVID-19) pandemic. In 2021 and 2022, teachers were twice as likely to report experiencing frequent job-related stress and difficulty coping with their job-related stress than the general population of working adults. Restoring teacher well-being could improve job performance and job satisfaction and boost retention for teachers of all backgrounds. Recent media reports suggest that many districts and schools across the country are implementing new programs — or expanding existing offerings — intended to reduce teacher stress and burnout and promote well-being and retention. This Data Note presents selected findings from the 2023 State of the American Teacher survey related to teacher well-being, the availability of mental health and well-being supports, and teachers' intentions to leave their current teaching jobs. The findings in this Data Note are descriptive and intended to inform federal, state, and local education leaders and policymakers about the state of the teacher workforce.

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Book
Thinking the Re-Thinking of the World : Decolonial Challenges to the Humanities and Social Sciences from Africa, Asia and the Middle East
Authors: --- --- --- --- --- et al.
ISBN: 3110733196 3110738090 Year: 2022 Publisher: Berlin ; Boston : De Gruyter,

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As far too many intellectual histories and theoretical contributions from the ‘global South’ remain under-explored, this volume works towards redressing such imbalance. Experienced authors, from the regions concerned, along different disciplinary lines, and with a focus on different historical timeframes, sketch out their perspectives of envisaged transformations. This includes specific case studies and reflexive accounts from African, South Asian, and Middle Eastern contexts. Taking a critical stance on the ongoing dominance of Eurocentrism in academia, the authors present their contributions in relation to current decolonial challenges. Hereby, they consider intellectual, practical and structural aspects and dimensions, to mark and build their respective positions. From their particular vantage points of (trans)disciplinary and transregional engagement, they sketch out potential pathways for addressing the unfinished business of conceptual decolonization. The specific individual positionalities of the contributors, which are shaped by location and regional perspective as much as in disciplinary, biographical, linguistic, religious, and other terms, are hereby kept in view. Drawing on their significant experiences and insights gained in both the global north and global south, the contributors offer original and innovative models of engagement and theorizing frames that seek to restore and critically engage with intellectual practices from particular regions and transregional contexts in Africa, South Asia, and the Middle East. This volume builds on a lecture series held at ZMO in the winter 2019-2020

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