Journaling References & Resources


Altrichter, H., Posch, P. and Somekh, B. (2005). Teachers investigate their work: An introduction to the methods of action research. New York: Taylor & Francis e-Library.       

Appel, J. (1995). Diary of a language teacher. Oxford: Heinemann.       

Bailey, K. M. (1990). The use of diary studies teacher education programs. In Richards, J. C. and

Nunan, D. (eds). Second language teacher education, Cambridge: Cambridge University Press, 215-26.       

Bailey, K. M., Curtis, A. and Nunan, D. (1998). Undeniable insights: The collaborative use of three professional development practices. TESOL Quarterly 32(3), 546-56.       

Beattie, M. (1995). New prospects for teacher education: narrative ways of knowing teaching and teacher learning. Educational Research 37(1), 53-70.       

Bennett J. and Kingham M. (1993). Learning diaries. In Reed J., Proctor S. (eds) Nurse education. A reflective approach. London: Edward Arnold.       

Blaxter, L., Hughes, C. and Tight, M. (1996). How to research. Buckingham: Open University Press.       
Bolger N., Davis A., and Rafaeli E. (2003). Diary methods: Capturing life as it is lived. Annual Review of Psychology 54: 579-616.       

Borg, S. (2001). The research journal: A tool for promoting and understanding researcher development. Language Teaching Research (5)2, 156 - 177.       

Boxall, W. (1995). Making the public private. In Thomas, D. (ed) Teachers’ stories. Buckingham: Open University Press, 106-20.       

Brock, M.N., Yu, B. and Wong, M. (1992).  ‘Journaling’ together: Collaborative diary-keeping and teacher development. In Flowerdew, J., Brock, M. and Hsia, S. (eds) Perspectives on second language teacher education. Hong Kong: City Polytechnic of Hong Kong, 295-307       

Carr, E. G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D. C. & Smith, C. E. (1994). Communication as intervention for problem behavior: A user’s guide for producing positive change. Baltimore: Paul H. Brookes.       

Charles J. P. (2010) Journaling: Creating space for “I”. Creat Nurs 16(4), 180-184.       

Cooley, E. and Yovanoff, P. (1996). Supporting professionals at-risk: Evaluating interventions to reduce burnout. Exceptional children 62(4), 336-355.       

Cooper, J. E. (1991). Telling our own stories: the reading and writing journals and diaries. In Witherell, C. and Noddings, N. (eds) Stories lives tell: narrative and dialogue in education, New York: Teachers College Press, 96-112.       

Darling-Hammond (2001). The challenge of staffing our schools. Educational Leadership 58(8):12-17.       

Ferrucci, P. (2009). What we may be: Techniques for psychological and spiritual growth through psychosynthesis. New York: Tarcher.        

Francis, D. (1995). The reflective journal: a window to preservice teachers’ practical knowledge. Teaching and teacher education 11(3), 229-41.       

Graf M. C., Gaudiano, B. A., Geller, P. A. (2008). Written emotional disclosure: a controlled study of the benefits of expressive writing homework in outpatient psychotherapy. Psychotherapy Research 18(4), 389-399.       

Greenglass, E. R., Fiksenbaum, L. and Burke, R. J. (1996). Components of social support, buffering effects and burnout: Implications for psychological functioning. Anxiety, Stress and Coping, 9, 185-197.       

Halbach, A. (1999). Using trainee diaries to evaluate a teacher training course. ELT Journal 53(3), 183-89.       

Halbesleben, J. R. B. (2006). Sources of social support and burnout: A meta-analytic test of the conservation of resources model. Journal of Applied Psychology 91(5), 1135-1145.       

Holly, M.L. (1989a). Reflective writing and the spirit of inquiry. Cambridge Journal of Education 19(1) 71-80.       

Holly, M.L. (1989b). Writing to grow: keeping a personal-professional journal. Portsmouth: NH: Heinemann.       

Hoover, L.A. (1994). Reflective writing as a window on preservice teachers’ thought processes. Teaching and Teacher Education 10(1), 83-93.       

Horner, B. and Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. The Journal of Special Education 31(1), 84-104.       

Houkes, I., Janssen, P. P. M., de Jonge, J. and Nijhuis, F. J. N. (2001). Work and individual determinants of intrinsic work motivation, emotional exhaustion, and turn over intention: A multi-sample analysis. International Journal of Stress Management 8(4), 257-283.       

Ingersoll R. M. (2003). Is there really a teacher shortage? Seattle, WA: Center for the Study of Teaching and Policy.       

Ingersoll, R.M. and Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research 81(2), 201-233.       

Janesick, V.J. (1998). Journal writing as a qualitative research technique: history, issues, and reflections. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, April 13-17, 1998.       

Jarvis, J.(1992). Using diaries for teacher reflection on in-service courses. ELT Journal 46(2), 133-43.        

Kemmis, S. and McTaggart, R. (1982). The action research planner (2nd edition) Geelong, Vic.: Deakin University Press.       

Lantieri, L., Kyse, E.N., Harnett, S and Malkmus, C. (2011). Building inner resilience in teachers and students. In G. M. Reevy & E. Freydenberg (eds) Personality, stress, and coping: Implications for education, 267-292. Charlotte, NC: Information Age Publishing.       

Larrivee, Barbara (2012). Cultivating Teacher Renewal: Guarding Against Stress and Burnout. R&L Education. Kindle Edition.       

Larrivee, Barbara (2012). Cultivating Teacher Renewal: Guarding Against Stress and Burnout. R&L Education. Kindle Edition.       

Lepore S. J. (1997). Expressive writing moderates the relation between intrusive thoughts and depressive symptoms. Journal of Personality and Social Psychology 73(5), 1030-1037.       

Leung, D. Y. P. and Lee, W. W. S. (2006). Predicting intention to quit among Chinese teachers: Differential predictability of the components of burnout. Anxiety, Stress and Coping 19(2), 129-141.       

Luskin, F. and Pelletier, K. (2005). Stress free for good: 10 scientifically proven life skills for health and happiness. New York: HarperOne.       

Maxfield, D. (2009). Running into the fire: Survival tips for education’s first responders. Education Week 29(6), 28-29.       

Maxwell, J. (1996). Qualitative research design: an interactive approach. Thousand Oaks, CA: Sage.       

Mohr, CD, Armeli S., Tennen H, Carney MA, Affleck G, et al. (2001). Daily inter-personal experiences, context, and alcohol consumption: crying in your beer and toasting good times. Journal of Personality and Social Psychology 80(3), 489-500       

Montgomery, C. and Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education 28(3), 458-486.       

Murphy, J. J. ( 2008). Solutions-focused counseling in schools (2nd ed).  Alexandria, VA: The American Counseling Association.       

Murray, J. (2005). Social-emotional climate and the success of new teachers: A new look at the ongoing challenge of new teacher retention (Wellesley Centers for Women, Report WCW 9). Wellesley, MA: Wellesley Centers for Women.       

Numrich, C. (1996). On becoming a language teacher: insights from diary studies.
TESOL Quarterly 30(1), 131-53.   

O’Rourke-Lohrman, S., Knosier, T. & Llewellyn, G. (1999). Screening for understanding: an initial line of inquiry for school-based settings. Journal of Positive Behavior Interventions 1(1), 35-42.       

Porter, P.A., Goldstein, L.M., Leatherman, J. and Conrad, S. (1990). An ongoing dialogue: learning logs for teacher preparation. In Richards, J.C. and Nunan, D. (eds) Second language teacher education, 227-40. Cambridge: CUP. 227-40.       

Rao S., Hoyer L., Meehan K., Young L. and Guerrera A. (2003). Using narrative logs-Understanding students challenging behaviors. Teaching Exceptional Children 35(5), 22-29.       

Reis, H. (1994). Domains of experience: Investigating relationship process from three perspectives. In R. Erber & R. Gilmore (eds.), Theoretical frameworks in personal relationships (pp. 87-110). Mahwah, NJ: Erlbaum.       

Seligman, M. E. P. (2012). Flourish: A visionary new understanding of happiness and well-being. New York: Free Press.       

Simbula, S. (2010). Daily fluctuations in teachers’ well-being: A diary study using the job demands-resources model. Anxiety, Stress and Coping 23(5), 563-584.       

Stoltzfus, T. (2008). Coaching questions: A coach’s guide to powerful asking skills. Virginia Beach, VA: Coach 22.       

Stone A.A., Schwartz J.E., Neale J.M. Shiffman S., Marco C.A., et al. (1998). A comparison of coping assessed by ecological momentary assessment and retrospective recall. J. Personal. Soc. Psychol. 74(6):1670-80.       

Thomas, D. (1995b). Treasonable or trustworthy text. In Thomas, D. (ed), Teachers’ stories, 1-23. Buckingham: Open University Press.       

Truch, S. (1980). Teacher burnout and what to do about it. Novato, CA: Academic Therapy Publications.       

Turk, D.C., Meeks, S., and Turk, L.M. (1982). Factors contributing to teacher stress: Implications for research, prevention, and remediation. Behavioral Counseling Quarterly 3, 3-26.        

Vanslyke-Briggs, K. (2010). The nurturing teacher: Managing the stress of caring. Lanham, MD: Rowman & Littlefield.       

Whitaker, S. D. (2000). What do first-years special-education teachers need? Teaching Exceptional Children 33(1), 28-36

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