Gut reaction or rational problem-solving? Teachers’ considerations when coping with classroom disruptions-Reference-Cited by-同舟云学术

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Gut reaction or rational problem-solving? Teachers’ considerations when coping with classroom disruptions

Published:2022-04-03 Issue:2 Volume:27 Page:152-162
ISSN:1363-2752
Container-title:Emotional and Behavioural Difficulties
language:en
Short-container-title:Emotional and Behavioural Difficulties

Author:

Kasperski Ronen¹²,Yariv Eliezer³

Affiliation:

1. Department of Special Education, Gordon College of Education, Haifa, Israel

2. Department of Special Education, Shaanan Academic Religious Teachers’ College, Haifa, Israel

3. Head of the M.Ed. program for Inclusive Education, Givat Washington Academic College of Education, Israel

Publisher

Informa UK Limited

Subject

Psychiatry and Mental health,Clinical Psychology,Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/13632752.2022.2125210

Reference52 articles.

1. A Typology of Student-Teachers’ Coping with Stressful Classroom Events

2. Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

3. Differential Effects of Physiological Arousal Following Acute Stress on Police Officer Performance in a Simulated Critical Incident

4. Teacher coping profiles in relation to teacher well-being: A mixed method approach

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach;Teaching and Teacher Education;2024-02

2. Individual differences in SEL among preservice, beginner, and experienced educators with different simulation experiences;Social Sciences & Humanities Open;2023

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