Uppeldi og menntun - 01.01.2008, Qupperneq 85

Uppeldi og menntun - 01.01.2008, Qupperneq 85
E LSA S IGR ÍÐUR JÓNSDÓTT I R 85 Gusky, T. R. og Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627–643. Hipp, K. A. og Bredeson, P. v. (1995). Exploring connections between teacher efficacy and principals´ leadership behaviors. Journal of School Leadership, 5(3), 136–150. Hoy, W. K. og Woolfolk, A. E. (1993). Teachers´ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 356–372. Kahill, S. (1988). Symptoms of professional burnout: A review of the empirical evidence. Canadian Psychology, 29, 284–297. Leiter, M. P. og Maslach, C. (2000). Preventing Burnout and Building Engagement. A Complete Program for Organizational Renewal. Team Member´s Workbook. San franc- isco: Jossey Bass Publishers. María Steingrímsdóttir (2005). Margt er að læra og mörgu að sinna. Nýbrautskráðir grunn- skólakennarar á fyrsta starfsári; reynsla þeirra og líðan. Akureyri: Háskólinn á Akureyri. Óbirt meistaraprófsritgerð. Maslach, C., Schaufeli, W. B. og Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. Maslach, C. og Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied and Preventive Psychology, 7, 63–74. Ragnhildur Bjarnadóttir (2005). Hvernig styður Kennaraháskóli Íslands við starfs- hæfni kennaranema? Uppeldi og menntun, 14(2), 9–48. Ragnhildur Bjarnadóttir (2004). Að verða kennari: Sýn kennaranema á eigin starfs- hæfni. Uppeldi og menntun, 13, 9–24. Rúnar Helgi Andrason og Sigurður Rafn A. Levy (1992). Starfsþrot meðal hjúkrunar- fræðinga og tengsl þess við starfsaðstæður, starfsaðstöðu, sjálfstjórn og heilsu. Reykjavík: Háskóli Íslands. Óbirt BA-ritgerð í sálarfræði. Schwab, R. L. og Iwanicki, E. f. (1982). Who are our burned out teachers? Educational Research Quarterly, 7(2), 5–16. Travers, C. J. og Cooper, C. L. (1996). Teachers under stress. Stress in the teaching profession. London: Routledge. Tschannen-Moran, M. og Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. Tschannen–Moran, M., Woolfolk Hoy, A. og Hoy. W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. Woolfolk Hoy, A. (2004, apríl). What do teachers need to know about self-efficacy? Erindi flutt á árlegum fundi The American Educational Research Association. San Diego, Kalifornia. Woolfolk Hoy, A. og Burke Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Educa- tion, 21, 343–356. Woolfolk Hoy, A. (2000). Educational psychology and teacher education. Educational Psychologist, 35, 257–270.
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