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Full-Text Articles in Education
Role Conflict And Role Ambiguity As Predictors Of Burnout In Special And General Education Co-Teachers, Cassandra L. Moss
Role Conflict And Role Ambiguity As Predictors Of Burnout In Special And General Education Co-Teachers, Cassandra L. Moss
Walden Dissertations and Doctoral Studies
Since the Individuals with Disabilities in Education Act of 2004, special and general educators teach together in many classrooms. Co-teachers are subject to a variety of stressors, including role challenges for teachers who are accustomed to working independently. Research has shown that role ambiguity and role conflict are associated with burnout among special and general educators. However, no prior study has examined whether these role factors contribute to burnout among special and general educators in co-teaching roles. This study was based upon role stress theory in relation to the constructs of burnout. The sample included 72 special educators and 73 …
Impact Of An Urban High School Conflict Resolution Program On Peer Mediators:, Carolyn Joyce Waldon-Johnson
Impact Of An Urban High School Conflict Resolution Program On Peer Mediators:, Carolyn Joyce Waldon-Johnson
Walden Dissertations and Doctoral Studies
Urban high school students in the United States are often involved in conflicts related to bullying, physical fighting, and drug abuse. These conflicts create a hostile learning environment; interventions such as conflict resolution programs are implemented to reduce these disruptions to learning. The purpose of this qualitative case study was to explore how an urban high school conflict resolution program impacts trained peer mediators. The conceptual framework was based on Erikson's psychosocial theory of human development and Freire's critical theory about pedagogy of the oppressed. Participants included 4 high school students who participated as trained peer mediators in an urban …
The Economics Of Financing Education And Gender Composition Of Schools : Retention And Learning Outcomes In Public Primary Schools Khyber Pakhtunkhwa (Kp) Province, Pakistan, Bushra Rahim
Legacy Theses & Dissertations (2009 - 2024)
The purpose of this study was to explore the impact of school-level factors (physical resources, teachers’ and schools’ characteristics) and system-level factors (delegation of financial authority to public primary schools through Parent Teacher Councils (PTCs)) on two educational outcomes - retention rates to the last grade of primary school and learning outcomes - in the Khyber Pakhtunkhwa (KP) province, one of the least‐developed and conflict-affected provinces in Pakistan.