Junior high school teachers

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Junior high school teachers are teachers of junior high school students in junior high schools.

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Key texts

Books

• Davis, C., & Ferguson, D. L. (1992). "Trying something completely different": Report of a collaborative research venture. New York, NY: Teachers College Press.
• Schmidt, M. A. (2000). Case 3: Teachers' attitudes toward ESL students and programs. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
• Wade, S. E. (2000). Case 14: Conflicts in collaboration. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Papers

• Abu Bakar, K. H., & Rubba, P. A. (1985). The construct validity of the Science Teacher Inventory of Need: Recommendations and modifications: Educational and Psychological Measurement Vol 45(3) Fal 1985, 699-704.
• Adelabu, M. A. (1996). Intra-reference group's conflict and the secondary school principal: IFE Psychologia: An International Journal Vol 4(1) 1996, 186-195.
• Adkins, D., & Harty, H. (1984). Longitudinal view of teacher-leaders' reactions toward gifted education: Roeper Review Vol 7(1) Sep 1984, 36-40.
• Akita, K. (1996). How images of teaching change with expertise: A comparative study of metaphors about classroom: Japanese Journal of Educational Psychology Vol 44(2) Jun 1996, 176-186.
• Al-Amri, K. (1985). The central life interests of secondary school teachers and principals in Jordan: Dirasat Vol 12(11) Nov 1985, 121-141.
• Alfiorov, A. P., & Lougovoy, Y. A. (1985). Teacher in the system of a school psychological service: Voprosy Psychologii No 4 Jul-Aug 1985, 74-75.
• Al-Mashaan, O. (2000). The sources of vocational stress among teachers in Kuwait and their relation to psychosomatic disorders: Journal of the Social Sciences Vol 28(1) Spr 2000, 65-96.
• Almeida, L. S., & Nogueira, C. (1988). Teachers' perceptions of the concept of giftedness: Jornal de Psicologia Vol 7(1) Mar-Apr 1988, 10-13.
• Anderson, J. G. (1975). Strategies of control and their effects on instruction: Journal of Research & Development in Education Vol 9(1) Fal 1975, 115-122.
• Anderson, S. L. (1984). Teacher training techniques from four observational perspectives: Journal of Classroom Interaction Vol 20(1) Win 1984, 16-28.
• Ando, T., & Hirayama, S. (1987). Teachers' attitudes toward the integration of handicapped children into regular classes: Japanese Journal of Special Education Vol 24(4) Mar 1987, 10-18.
• Angelini, A. L., & de Paiva, G. J. (1983). Characteristics of the efficient teacher: Arquivos Brasileiros de Psicologia Vol 35(1) Jan-Mar 1983, 56-67.
• Angelle, P. S. (2002). Mentoring the beginning teacher: Providing assistance in differentially effective middle schools: The High School Journal Vol 86(1) Oct-Nov 2002, 15-27.
• Antman, S., & Shirom, A. (1987). School, job and individual characteristics as predictors of teachers' burnout: Megamot Vol 30(3) Aug 1987, 349-361.
• Anzai, H. (1986). A study on the communication between students and teachers in junior high schools: Relations between self disclosure and the perceived opinion similarity: Japanese Journal of Experimental Social Psychology Vol 26(1) Aug 1986, 23-34.
• Aron, A. M., & Milicic, N. (2000). Teachers' burnout and school social climate: Revista Latinoamericana de Psicologia Vol 32(3) 2000, 447-466.
• Asbury, F. R. (1984). The empathy treatment: Elementary School Guidance & Counseling Vol 18(3) Feb 1984, 181-187.
• Aspy, D. N., Roebuck, F. N., & Aspy, C. B. (1984). Tomorrow's resources are in today's classroom: Personnel & Guidance Journal Vol 62(8) Apr 1984, 455-459.
• Ausherman, J. A., White, D. M., & Chenier, T. C. (1991). Junior high health teachers' knowledge and attitudes about aging and implementation of aging education: Educational Gerontology Vol 17(4) Jul-Aug 1991, 391-401.
• Bain, L. L. (1976). An instrument for identifying implicit values in physical education programs: Research Quarterly Vol 47(3) Oct 1976, 307-315.
• Baird, W. E., Prather, J. P., Finson, K. D., & Oliver, J. S. (1994). Comparison of perceptions among rural versus nonrural secondary science teachers: A multistate survey: Science Education Vol 78(6) Nov 1994, 555-576.
• Baker, C., & Griffith, C. L. (1983). Provision of materials and tests for Welsh-speaking pupils with learning difficulties: A national survey: Educational Research Vol 25(1) Feb 1983, 60-70.
• Banzai, T. (1994). Teachers' perception of egoistic students and altruistic students, and their self perception: Japanese Journal of Educational Psychology Vol 42(4) Dec 1994, 403-414.
• Bartmann, T., Bischoff, A., & Ebel, H. (1978). Influence of practice teaching on the occupation motivation of education students: Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie Vol 10(2) Apr 1978, 179-188.
• Beck, W. (1978). Testing a non-competency inservice education model based on humanistic or third force psychology: Education Vol 98(3) Mar-Apr 1978, 337-343.
• Becker, H. J. (1985). Men and women as computer-using teachers: Sex Roles Vol 13(3-4) Aug 1985, 137-148.
• Beecher, C. (1978). An evaluation of selected aspects of the Young Teacher Inventory: Journal of Experimental Education Vol 46(4) Sum 1978, 61-66.
• Belcastro, P. A. (1982). Burnout and its relationship to teachers' somatic complaints and illnesses: Psychological Reports Vol 50(3, Pt 2) Jun 1982, 1045-1046.
• Belcastro, P. A., & Hays, L. C. (1984). Ergophilia... ergophobia... ergo... burnout? : Professional Psychology: Research and Practice Vol 15(2) Apr 1984, 260-270.
• Bender, W. N., Vail, C. O., & Scott, K. (1995). Teachers' attitudes toward increased mainstreaming: Implementing effective instruction for students with learning disabilities: Journal of Learning Disabilities Vol 28(2) Feb 1995, 87-94, 120.
• Bertoch, M. R., Nielson, E. C., Curley, J. R., & Borg, W. R. (1989). Reducing teacher stress: Journal of Experimental Education Vol 57(2) Win 1989, 117-128.
• Bickel, P., & Signer, R. (1975). Relationships between judgments of self and others of teachers' classroom attitudes and instructional strategies: Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie Vol 7(4) 1975, 247-253.
• Birkel, P., & Pritz, V. (1980). Speech fluency and preliminary information as validity-reducing factors in oral testing: Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie Vol 12(3) Oct 1980, 284-289.
• Blanchard, B. E. (1984). Indicia of teaching efficiency: Scientia Paedagogica Experimentalis Vol 21(2) 1984, 172-180.
• Blase, J. J. (1986). A qualitative analysis of sources of teacher stress: Consequences for performance: American Educational Research Journal Vol 23(1) Spr 1986, 13-40.
• Bledsoe, J. C. (1983). Female teachers' classroom interactions with boys and girls as predictors of their self-definition of sex-role type: Psychological Reports Vol 52(3) Jun 1983, 993-994.
• Blum, L. (1986). Building constructive counselor-teacher relationships: Elementary School Guidance & Counseling Vol 20(4) Apr 1986, 236-239.
• Bohra, S. P. (1984). Values correlates with effective teachers: Asian Journal of Psychology & Education Vol 13(1) Jan 1984, 7-10.
• Borg, M. G., & Riding, R. J. (1993). Teacher stress and cognitive style: British Journal of Educational Psychology Vol 63(2) Jun 1993, 271-286.
• Borg, W. R., Worthen, B. R., & Valcarce, R. W. (1986). Teachers' perceptions of the importance of educational measurement: Journal of Experimental Education Vol 55(1) Fal 1986, 9-14.
• Boser, J., & Poppen, W. A. (1978). Identification of teacher verbal response roles for improving student-teacher relationships: Journal of Educational Research Vol 72(2) Nov-Dec 1978, 90-93.
• Boyle, M. (1983). Teaching in a desegregated and mainstreamed school: A study of the affirmation of human diversity: Dissertation Abstracts International.
• Brady, M. P., Swank, P. R., Taylor, R. D., & Freiberg, J. (1992). Teacher interactions in mainstream social studies and science classes: Exceptional Children Vol 58(6) May 1992, 530-540.
• Brady, M. P., & Taylor, R. D. (1989). Instructional consequences in mainstreamed middle school classes: Reinforcement and corrections: RASE: Remedial & Special Education Vol 10(2) Mar-Apr 1989, 31-36.
• Brenneman, O. N., Willower, D. J., & Lynch, P. D. (1975). Teacher self-acceptance, acceptance of others, and pupil control ideology: Journal of Experimental Education Vol 44(1) Fal 1975, 14-17.
• Briggs, L. D., & Richardson, W. D. (1992). Causes and effects of low morale among secondary teachers: Journal of Instructional Psychology Vol 19(2) Jun 1992, 87-92.
• Brimblecombe, N., Ormston, M., & Shaw, M. (1995). Teachers' perceptions of school inspection: A stressful experience: Cambridge Journal of Education Vol 25(1) 1995, 53-61.
• Bromme, R., & Juhl, K. (1984). Students' "understanding" of tasks in the view of mathematics teachers: Zeitschrift fur Empirische Padagogik und Padagogische Psychologie Vol 9(1) 1984, 1-14.
• Brooks, D. M. (1985). The teacher's communicative competence: The first day of school: Theory Into Practice Vol 24(1) Win 1985, 63-70.
• Broskowski, A. (1973). Concepts of teacher-centered consultation: Professional Psychology Vol 4(1) Feb 1973, 50-58.
• Burke, R. J., & Greenglass, E. (1989). The clients' role in psychological burnout in teachers and administrators: Psychological Reports Vol 64(3, Pt 2) Jun 1989, 1299-1306.
• Burns, R. B., & Lash, A. A. (1988). Nine seventh-grade teachers' knowledge and planning of problem-solving instruction: The Elementary School Journal Vol 88(4) Mar 1988, 369-386.
• Byrne, B. M. (1993). The Maslach Burnout Inventory: Testing for factorial validity and invariance across elementary, intermediate and secondary teachers: Journal of Occupational and Organizational Psychology Vol 66(3) Sep 1993, 197-212.
• Byrne, B. M. (1994). "The Maslach Burnout Inventory: Testing for factorial validity and invariance across elementary, intermediate and secondary teachers": Erratum: Journal of Occupational and Organizational Psychology Vol 67(1) Mar 1994, 87.
• Calmes, R. E. (1984). Teachers as models in the middle and secondary schools: The Journal of Early Adolescence Vol 4(3) Fal 1984, 199-202.
• Campbell, N. J. (1978). The relationships between students' and teachers' perceptions of teacher behaviors in the junior high classroom: Journal of Instructional Psychology Vol 5(1) Win 1978, 16-20.
• Capel, S. A. (1987). The incidence of and influences on stress and burnout in secondary school teachers: British Journal of Educational Psychology Vol 57(3) Nov 1987, 279-288.
• Castro, J., Aragon, J. L., & Prieto, J. (1994). The analysis of gradients in a school setting: Revista de Psicologia de la Educacion No 15 1994, 79-89.
• Caudry, R. D., & Wilson, W. (1973). A survey of what teachers like in students: Southern Journal of Educational Research Vol 7(1) Win 1973, 1-6.
• Caverni, J. P., & Drozda-Senkowska, E. (1984). Aggregating marking criteria: The influence of experts' cognitive style on the way they correct essays: Le Travail Humain Vol 47(2) 1984, 97-111.
• Chan, D. W. (1998). Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong: American Educational Research Journal Vol 35(1) Spr 1998, 145-163.
• Chan, D. W., & Hui, E. K. P. (1995). Burnout and coping among Chinese secondary school teachers in Hong Kong: British Journal of Educational Psychology Vol 65(1) Mar 1995, 15-25.
• Chanow-Gruen, K. J., & Doyle, R. E. (1983). The counselor's consultative role with teachers, using the TET model: Journal of Humanistic Counseling, Education & Development Vol 22(1) Sep 1983, 16-24.
• Chapman, D. W., Snyder, C. W., & Burchfield, S. A. (1993). Teacher incentives in the Third World: Teaching and Teacher Education Vol 9(3) Jun 1993, 301-316.
• Chen, H. (2002). Stress and life events of middle school teachers: Chinese Mental Health Journal Vol 16(8) Aug 2002, 527-528, 544.
• Chen, T. L., & Rakip, W. R. (1975). The effect of the teachers' smoking behavior on their involvement in smoking education in the schools: Journal of School Health Vol 45(8) Oct 1975, 455-461.
• Chiu, L.-H. (1972). Structured self-anchoring scale for study of perceptions of teaching effectiveness: Perceptual and Motor Skills Vol 35(2) Oct 1972, 367-370.
• Clark, S. N., & Clark, D. C. (1982). Preparation programs for middle level teachers: Recommendations of teachers and administrators: The Journal of Early Adolescence Vol 2(2) Sum 1982, 127-134.
• Cole, C. G., & Dougherty, A. M. (1984). Remember when you were a bubblegummer? : Elementary School Guidance & Counseling Vol 18(4) Apr 1984, 308-311.
• Conley, M. W. (1986). The influence of training on three teachers' comprehension questions during content area lessons: The Elementary School Journal Vol 87(1) Sep 1986, 17-27.
• Conley, M. W. (1986). Teachers' conceptions, decisions, and changes during initial classroom lessons containing content reading strategies: National Reading Conference Yearbook Vol 35 1986, 120-126.
• Cooper, P., & McIntyre, D. (1993). Commonality in teachers' and pupils' perceptions of effective classroom learning: British Journal of Educational Psychology Vol 63(3) Nov 1993, 381-399.
• Cornett, J. W., Yeotis, C., & Terwilliger, L. (1990). Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary school teacher: Science Education Vol 74(5) Sep 1990, 517-529.
• Cotterell, J. L. (1984). Effects of school architectural design on student and teacher anxiety: Environment and Behavior Vol 16(4) Jul 1984, 455-479.
• Cousins, J. B., Ross, J. A., & Prentice, M. (1993). Teachers' evaluation of correlational reasoning skills: Alberta Journal of Educational Research Vol 39(3) Sep 1993, 297-317.
• Coviello, M. A. (1986). Networkings: An examination of the structure of teachers' construct systems of English education: Dissertation Abstracts International.
• Cox, K. M. (1982). INSET on the processes of healthy living: AEP (Association of Educational Psychologists) Journal Vol 5(9) Sum 1982, 41-45.
• Crump, W. D., Schlichter, C. L., & Palk, B. E. (1988). Teaching HOTS in the middle and high school: A district-level initiative in developing higher order thinking skills: Roeper Review Vol 10(4) May 1988, 205-211.
• Cummings, A. L., & Murray, H. G. (1990). Factor analytic structure of the Index of Responding: Measurement and Evaluation in Counseling and Development Vol 23(3) Oct 1990, 116-120.
• Curtner-Smith, M. D., Brock, S. J., & Lacon, S. A. (1999). Influence of the national curriculum for physical education on inner-city teachers' behaviours associated with pupils' psychosocial development: Perceptual and Motor Skills Vol 89(1) Aug 1999, 127-136.
• Cypher, T. W., & Willower, D. J. (1984). The work behavior of secondary school teachers: Journal of Research & Development in Education Vol 18(1) Fal 1984, 17-24.
• Daines, D. (1986). Are teachers asking higher level questions? : Education Vol 106(4) Sum 1986, 368-374.
• de Moor, C., Cookson, K., Elder, J. P., Young, R., & et al. (1992). The association between teacher attitudes, behavioral intentions, and smoking and the prevalence of smoking among seventh-grade students: Adolescence Vol 27(107) Fal 1992, 565-578.
• DeLong, T. J. (1987). Teachers and their careers: Why do they choose teaching? : Journal of Career Development Vol 14(2) Win 1987, 118-125.
• Dirani, M. I. (1992). Sources of psychological stress in governmental secondary school teachers in the first and second district offices of the Teaching and Education Department in Amman: Dirasat Vol 19A(2) Apr 1992, 190-234.
• Dixit, M. (1990). Effect of medium of instruction on the level of job satisfaction among primary and secondary teachers: Psycho-Lingua Vol 20(1) Jan 1990, 7-10.
• Doi, K., & Hashiguchi, H. (2000). The relationship between irrational belief and mental health in junior high-school teachers: Japanese Journal of Health Psychology Vol 13(1) 2000, 23-30.
• Dor-Shav, Z., & Peleg, R. (1989). Mobile field-independence and rating as a "good teacher." Educational Psychology Vol 9(2) 1989, 149-163.
• Ejiogu, A. M. (1985). Patterns of principals' leadership behaviour preferred by teachers in secondary schools in Lagos: Journal of Teacher Education Vol 1(1) Feb 1985, 77-88.
• Ennis, C. D. (1994). Urban secondary teachers' value orientations: Social goals for teaching: Teaching and Teacher Education Vol 10(1) Jan 1994, 109-120.
• Ericsson, K., & Rudberg, M. (1983). An explorative study of positive and negative interaction in the classoom: Tidsskrift for Norsk Psykologforening Vol 30(3) Mar 1983, 128-135.
• Everett, T., & Fulton, C. (2002). An exploration of secondary school teachers' beliefs and attitudes about adolescent children with chronic fatigue syndrome: Support for Learning Vol 17(1) Feb 2002, 27-33.
• Everston, C. M., & Emmer, E. T. (1982). Effective management at the beginning of the school year in junior high classes: Journal of Educational Psychology Vol 74(4) Aug 1982, 485-498.
• Evertson, C. M. (1985). Training teachers in classroom management: An experimental study in secondary school classrooms: Journal of Educational Research Vol 79(1) Sep-Oct 1985, 51-58.
• Evertson, C. M., Anderson, C. W., Anderson, L. M., & Brophy, J. E. (1980). Relationships between classroom behaviors and student outcomes in junior high mathematics and English classes: American Educational Research Journal Vol 17(1) Spr 1980, 43-60.
• Evertson, C. M., & Weade, R. (1989). Classroom management and teaching style: Instructional stability and variability in two junior high English classrooms: The Elementary School Journal Vol 89(3) Jan 1989, 379-393.
• Fernandes, M. C. (1999). The teacher as an asset in the quality of education: The search for the symbolic component: Psicologia Educacao Cultura Vol 3(1) May 1999, 89-98.
• Fiedler, M. L. (1975). Bidirectionality of influence in classroom interaction: Journal of Educational Psychology Vol 67(6) Dec 1975, 735-744.
• Fisher, D. L., & Fraser, B. J. (1983). A comparison of actual and preferred classroom environments as perceived by science teachers and students: Journal of Research in Science Teaching Vol 20(1) Jan 1983, 55-61.
• Fisher, D. L., & Fraser, B. J. (1983). Validity and use of the Classroom Environment Scale: Educational Evaluation and Policy Analysis Vol 5(3) Fal 1983, 261-271.
• Fisher, L. C. (1988). Strategies used by secondary mathematics teachers to solve proportion problems: Journal for Research in Mathematics Education Vol 19(2) Mar 1988, 157-168.
• Fitz-Gibbon, C. T., & Clark, K. S. (1982). Time variables in classroom research: A study of eight urban secondary school mathematics classes: British Journal of Educational Psychology Vol 52(3) Nov 1982, 301-316.
• Forman, S. G. (1982). Stress management for teachers: A cognitive-behavioral program: Journal of School Psychology Vol 20(3) Fal 1982, 180-187.
• Frase, L. E. (1989). Effects of teacher rewards on recognition and job enrichment: Journal of Educational Research Vol 83(1) Sep-Oct 1989, 52-57.
• Fraser, B. J., & Rentoul, A. J. (1982). Relationships between school-level and classroom-level environment: Alberta Journal of Educational Research Vol 28(3) Sep 1982, 212-225.
• Frenay, M., & Meuris, G. (1995). Job satisfaction among teachers: Bulletin de Psychologie Scolaire et d'Orientation Vol 44(1) 1995, 7-25.
• Fresko, B., & Ben-Chaim, D. (1985). The impact of inservice teacher education on mathematics teachers' subject-matter confidence, and competency: Teaching and Teacher Education Vol 1(4) 1985, 317-324.
• Friedman, M., & Stomper, C. (1988). Effective college instruction in basic mathematics: Journal for Research in Mathematics Education Vol 19(2) Mar 1988, 169-174.
• Gagne, E. E. (1979). Teachers' future time perspectives for students and curricula: Perceptual and Motor Skills Vol 48(1) Feb 1979, 138.
• Gellman, E. S., & Berkowitz, M. (1992). Factors perceived as important in teacher evaluation: Alberta Journal of Educational Research Vol 38(3) Sep 1992, 219-234.
• Gipps, C. (1984). Issues in the use of standardized tests by teachers: Bulletin of the British Psychological Society Vol 37 May 1984, 153-156.
• Gold, Y. (1984). The factorial validity of the Maslach Burnout Inventory in a sample of California elementary and junior high school classroom teachers: Educational and Psychological Measurement Vol 44(4) Win 1984, 1009-1016.
• Gold, Y. (1985). The relationship of six personal and life history variables to standing on three dimensions of the Maslach Burnout Inventory in a sample of elementary and junior high school teachers: Educational and Psychological Measurement Vol 45(2) Sum 1985, 377-387.
• Gonzalez Lopez, M. A.-b. d. P. (1983). Group techniques: A psychosocial experiment: Quaderns/Cuadernos de Psicologia Vol 7(2) 1983, 79-94.
• Good, T. L., Sikes, J. N., & Brophy, J. E. (1973). Effects of teacher sex and student sex on classroom interaction: Journal of Educational Psychology Vol 65(1) Aug 1973, 74-87.
• Goutkina, N. I. (1984). Psychological problems in establishing rapport between teachers and adolescents: Voprosy Psychologii No 2 Mar-Apr 1984, 99-106.
• Green, K. E., & Stager, S. F. (1986). The effects of personalization, sex, locale, and level taught on educators' responses to a mail survey: Journal of Experimental Education Vol 54(4) Sum 1986, 203-206.
• Green, K. E., & Stager, S. F. (1986). Measuring attitudes of teachers toward testing: Measurement and Evaluation in Counseling and Development Vol 19(3) Oct 1986, 141-150.
• Guay, D. M. (2000). Values, beliefs, behaviors, and artmaking in the middle grades: A teaching story: Visual Arts Research Vol 26(1,Issue51) 2000, 38-52.
• Guernina, Z. (1997). A psychocultural study of health and development in adolescence: IFE Psychologia: An International Journal Vol 5(2) 1997, 20-32.
• Gullickson, A. R. (1984). Teacher perspectives of their instructional use of tests: Journal of Educational Research Vol 77(4) Mar-Apr 1984, 244-248.
• Gullickson, A. R., & Ellwein, M. C. (1985). Post hoc analysis of teacher-made tests: The goodness-of-fit between prescription and practice: Educational Measurement: Issues and Practice Vol 4(1) Spr 1985, 15-18.
• Gunbayi, I. (2001). Primary and junior high school teachers' job satisfaction: Kuram ve Uygulamada Egitim Bilimleri Vol 1(2) 2001, 337-356.
• Guskey, T. R. (1982). Differences in teachers' perceptions of personal control of positive versus negative student learning outcomes: Contemporary Educational Psychology Vol 7(1) Jan 1982, 70-80.
• Guskey, T. R. (1982). The effects of change in instructional effectiveness on the relationship of teacher expectations and student achievement: Journal of Educational Research Vol 75(6) Jul-Aug 1982, 345-349.
• Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers: American Educational Research Journal Vol 21(2) Sum 1984, 245-259.
• Hacker, R. G. (1979). Cognitive interactions in science: Classroom practices and some prescriptions of theories of learning: Communication & Cognition Vol 12(3-4) 1979, 281-297.
• Hadley, W. H. (1996). Teacher preparation and certification in middle grades education: Journal of Instructional Psychology Vol 23(1) Mar 1996, 21-25.
• Haman, T. A., Isaacson, D. K., & Powell, G. H. (1985). Insuring classroom success for the LD adolescent: Academic Therapy Vol 20(5) May 1985, 517-524.
• Hargreaves, A. (1984). Experience counts, theory doesn't: How teachers talk about their work: Sociology of Education Vol 57(4) Oct 1984, 244-254.
• Hargreaves, A. (1998). The emotional practice of teaching: Teaching and Teacher Education Vol 14(8) Nov 1998, 835-854.
• Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students: Teaching and Teacher Education Vol 16(8) Nov 2000, 811-826.
• Harvey, D. H. (1985). Mainstreaming: Teachers' attitudes when they have no choice about the matter: Exceptional Child Vol 32(3) Nov 1985, 163-173.
• Haynes, N. M., & Hill, J. (1984). Teachers' preferences for continuing education activities: Journal of Negro Education Vol 53(4) Fal 1984, 474-480.
• Hazzard, A. (1984). Training teachers to identify and intervene with abused children: Journal of Clinical Child Psychology Vol 13(3) Win 1984, 288-293.
• Heller, M. S., & White, M. A. (1975). Rates of teacher verbal approval and disapproval to higher and lower ability classes: Journal of Educational Psychology Vol 67(6) Dec 1975, 796-800.
• Hembling, D. W., & Gilliland, B. (1981). Is there an identifiable stress cycle in the school year? : Alberta Journal of Educational Research Vol 27(4) Dec 1981, 324-330.
• Hendricks, I., & Sloan, C. A. (1983). The perceptions of concerns and needs of secondary teachers toward mainstreaming in large and comprehensive high schools: Journal of the Association for the Study of Perception Vol 18(2) Fal 1983, 3-12.
• Hersh, S. B. (1990). A description of teacher-student verbal interactions in a resource room versus regular classrooms: Analysis of Verbal Behavior Vol 8 1990, 101-112.
• Hill, J., Yinger, R., & Robins, D. (1983). Instructional planning in a laboratory preschool: The Elementary School Journal Vol 83(3) Jan 1983, 182-193.
• Hoge, R. D., & Butcher, R. (1984). Analysis of teacher judgments of pupil achievement levels: Journal of Educational Psychology Vol 76(5) Oct 1984, 777-781.
• Holland, P. J., & Michael, W. B. (1993). The concurrent validity of the Holland Burnout Assessment Survey for a sample of middle school teachers: Educational and Psychological Measurement Vol 53(4) Win 1993, 1067-1077.
• Hoover, N. L. (1985). Teachers' self-reports of critical decisions in teaching reading: Reading Teacher Vol 38(4) Jan 1985, 440-445.
• Horn, T. S. (1984). Expectancy effects in the interscholastic athletic setting: Methodological considerations: Journal of Sport Psychology Vol 6(1) 1984, 60-76.
• Horn, T. S. (1985). Coaches' feedback and changes in children's perceptions of their physical competence: Journal of Educational Psychology Vol 77(2) Apr 1985, 174-186.
• Houck, C. K., Geller, C. H., & Engelhard, J. B. (1988). Learning disabilities teachers' perceptions of educational programs for adolescents with learning disabilities: Journal of Learning Disabilities Vol 21(2) Feb 1988, 90-97.
• Hoy, W. K., & Jalovick, J. M. (1979). Open education and pupil control ideologies of teachers: Journal of Educational Research Vol 73(1) Sep-Oct 1979, 45-49.
• Hui, E. K. P., & Chan, D. W. (1996). Teacher stress and guidance work in Hong Kong secondary school teachers: British Journal of Guidance & Counselling Vol 24(2) Jun 1996, 199-211.
• Hummel-Rossi, B., & Merrifield, P. R. (1977). Student personality factors related to teacher reports of their interactions with students: Journal of Educational Psychology Vol 69(4) Aug 1977, 375-380.
• Ingersoll, R. M. (1994). Organizational control in secondary schools: Harvard Educational Review Vol 64(2) Sum 1994, 150-172.
• Innes, J. M., & Kitto, S. (1989). Neuroticism, self-consciousness and coping strategies, and occupational stress in high school teachers: Personality and Individual Differences Vol 10(3) 1989, 303-312.
• Irvine, J. J. (1985). Teacher communication patterns as related to the race and sex of the student: Journal of Educational Research Vol 78(6) Jul-Aug 1985, 338-345.
• Irving, O., & Martin, J. (1982). Withitness: The confusing variable: American Educational Research Journal Vol 19(2) Sum 1982, 313-319.
• Ishida, S., Ito, A., & Kajita, M. (1986). Personal teaching theory of elementary and junior high school teachers on mathematics: Japanese Journal of Educational Psychology Vol 34(3) Sep 1986, 230-238.
• Ito, M. (1997). A study on the opinions of consulting teachers at elementary and junior high schools, and on training seminars for teachers: Japanese Journal of Educational Psychology Vol 45(3) Sep 1997, 295-302.
• Jackson, F. R., & Cunningham, J. W. (1994). Investigating secondary content teachers' and preservice teachers' conceptions of study strategy instruction: Reading Research and Instruction Vol 34(2) Win 1994, 111-135.
• Jackson, S. E., Schwab, R. L., & Schuler, R. S. (1986). Toward an understanding of the burnout phenomenon: Journal of Applied Psychology Vol 71(4) Nov 1986, 630-640.
• Jennings, C., & Kerslake, H. (1994). Children in transition: Work with bilingual learners many of whom are refugees: Shaping the learning environment: AEP (Association of Educational Psychologists) Journal Vol 10(3) Oct 1994, 164-173.
• Johnston, G. S., & Mullins, T. (1985). Relationships among teachers' perceptions of the principal's style, teachers' loyalty to the principal, and teachers' zones of acceptance: Educational & Psychological Research Vol 5(4) Fal 1985, 233-256.
• Johnston, P., Allington, R., & Afflerbach, P. (1985). The congruence of classroom and remedial reading instruction: The Elementary School Journal Vol 85(4) Mar 1985, 465-477.
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Additional material

Books

• Dwyer, C. A., & Stufflebeam, D. (1996). Teacher evaluation. New York, NY ; London, England: Macmillan Library Reference Usa; Prentice Hall International.
• Post, T. R., Harel, G., Behr, M. J., & Lesh, R. (1991). Intermediate teachers' knowledge of rational number concepts. Albany, NY: State University of New York Press.

Papers

• Google Scholar

Dissertations

Because of the academic requirements in this area a large proportion of the references in this area are dissertations they are therefore listed seperately. See Junior high school teachers - Dissertations