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

Popular posts from this blog

Journaling Techniques and Strategies to Reduce Stress and Burnout, and Increase Teacher Effectiveness

Why is sitting more hazardous than parachuting?

How to Run an Effective Teacher Support Group