Charles Dedrick

Teacher Stress: The Elementary Teacher's Perspective.

The Elementary School Journal Volume 85, Number 4 ? 1985 by The University of Chicago. All rights reserved. 001 3-5984/85/8504-0008

Attribution Retraining in Forgiveness Therapy

01 .00 There is a serious crisis in teaching in the United States. It jeopardizes this nations ability to conduct its own public affairs through the workings of an informed electorate. It endangers the nations capacity to compete effectively in a shrinking world where technological skill and inventiveness will determine

Teacher Stress: Phase II Of a Descriptive Study

Abstract This paper focuses on the central role of attributions in psychotherapy, particularly in the forgiveness process. Self-enhancing and self-defeating attributions are defined with special emphasis given to those attributions that lead to unforgiveness. The relative effect of positive and negative attributions on the individual is also examined. Based on classical models of attribution theory and attribution retraining methods, an attribution-retraining program for use in forgiveness therapy is described. A case study is utilized to illustrate the use of attribution retraining in the context of forgiveness.

Teacher Stress: A Descriptive Study of the Concerns.

This article presents the Phase II results of an on going two-year study of teacher stress. The Phase I results were re ported in the De cember 1981 Bulletin.

Candid Camera Catch 'Em in Action

Almost 57 percent of all teachers surveyed by these writers have seriously considered a career change. Other findings of their study are reported here.

Taming the Young and the Restless: Strategies for Positive Classroom Control

A technique that enables the teacher to focus the students attention on what behavior interactions really did transpire

Leadership Behavior of School Principals in Relation to Teacher Stress, Satisfaction, and Performance

This article describes strategies for reducing disruptive classroom behaviors. The literature relative to classroom management and discipline contains numerous strategies (First & Mizell, 1980; Usher & Taylor, 1981), based on varied theoretical, research, or philosophical positions. For example, Purkey (1978) suggested strategies based on the building of self-concept; Ernst (1972) supported an approach incorporating a transactional analysis orientation; Kraus (1974) posited a cognitive-behavioral basis; while George (1980) emphasized the value and importance of personal reference groups. Regardless of the basis of the many approaches currently used, three elements are, in varying degrees, common to all; (1) the structure of the learning environment; (2) the teachers behaviors; and (3) the teacher-student interaction pattern. The authors believe the utilization of strategies representative of these three elements can significantly rechannel the energies of disruptive young adolescents thereby increasing the probability of successful teaching-learning transactions. THE LEARNING ENVIRONMENT The optimal learning environment provides the psychological and physical context necessary for maximizing the amount of time students spend actively engaged in academic tasks. Glassers (1965, 1969) work suggests that when students lack involvement in the learning environment, disruption may be a likely outcome. A number of current classroom