Teaching Scared: Pre-Service Teacher Appraisals of Racial Stress, Socialization and Classroom Management Self-Efficacy.
Teaching Scared: Pre-Service Teacher Appraisals of Racial Stress, Socialization and Classroom Management Self-Efficacy.
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DOI：
10.1007/s11218-020-09578-8
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发表时间：
2020-10
影响因子：
2.9
通讯作者：
Coleman-King, Chonika
中科院分区：
文献类型：
--
作者：
Bentley-Edwards, Keisha L.;Stevenson, Howard C., Jr.;Thomas, Duane E.;Adams-Bass, Valerie N.;Coleman-King, Chonika
职前教师，尤其是“为美国而教”（TFA）教师的担忧。关于在城市教室环境中工作的问题被视为种族压力。当一个人没有准备好谈判与种族相关的人际交往时，种族压力就是对幸福的威胁。目前，还没有针对非裔美国人和拉丁裔学生的教师的种族压力、社会化和应对措施。研究结果表明，新开发的可靠的教师评估种族/族裔压力互动、社交和应对措施与课堂管理自我效能和学校大学种族对话有关。这些发现对种族压力管理具有重要意义，因为种族压力管理是发展高质量师生关系的关键。
The fears of pre-service teachers, particularly Teach for America (TFA) teachers. about working in urban classroom settings are framed as racial stress. Racial stress is the threat of well-being when one is unprepared to negotiate a race-related interpersonal encounter. Currently, there exist no measures on racial stress, socialization, and coping for teachers of African American and Latino students. Findings reveal that newly developed and reliable measures of teacher appraisal of racial/ethnic stressful interactions, socialization and coping are related to classroom management self-efficacy and school collegial racial conversations. These findings have implications for racial stress management as key to developing high quality teacher-student relationships.
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影响因子：
3.9
作者：
Allen, Quaylan
通讯作者：
Allen, Quaylan
影响因子：
2.1
作者：
Casteel, CA
通讯作者：
Casteel, CA
影响因子：
2
作者：
Coleman, Sherry;Stevenson, Howard C.
通讯作者：
Stevenson, Howard C.
影响因子：
2.1
作者：
Bentley-Edwards, Keisha L.;Stevenson, Howard C., Jr.
通讯作者：
Stevenson, Howard C., Jr.
DOI：
10.1111/j.2044-8279.1995.tb01130.x
发表时间：
1995-03-01
影响因子：
3.7
作者：
BOYLE, GJ;BORG, MG;BAGLIONI, AJ
通讯作者：
BAGLIONI, AJ