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Heather Harlen
Annotated Bibliography
EDUC 450 July 2014

Basim, H. Nejat, Memduh Begenirbas, and Rukiye Can Yalcin. "Effects of teacher
personalities: mediating the role of emotional labor." Educational Sciences:
Theories and Practices 13.3 (2013): 1488-1496. EBSCO Host. Web. 23
July 2014.

Summary: Using The Big Five personality traits (neuroticism, extraversion, open to
experience, agreeableness and conscientiousness) that have been found to translate across
50 different cultures, these researchers studied teachers in Turkish schools. They wanted
to know how personality traits affected burnout, which, according to their definition, is
not a symptom but the result of problems. They were also interested in how emotional
labor (how much of a public face you have to put on in order to represent your
organizations goals) affects burnout. This is an interesting article on the intersection
between personality, work demands, and burnout.

Genre: non-fiction research article with some results in table format

Gonzlez-Morales, M. G., Peir, J. M., Rodrguez, I., & Bliese, P. D. (2012). Perceived
collective burnout: A multilevel explanation of burnout. anxiety, stress & coping,
25(1), 43-61. Retrieved July 21, 2014, from the EBSCO Host database.

Summary: The researchers investigated teacher burnout, defined as exhaustion from the
demands of the job and cynicism due to the lack of resources. They surveyed teachers in
Spain, asking about student-teacher ratio, workload and absenteeism. Ultimately, the
researchers concluded that an organizational sense of burnout spread like an infection to
other teachers. Two ways of combating this perceived burnout is to allow space and time
for informal interaction and to provide time for staff to find ways to reduce demands and
increase resources.

Genre: research article with an epidemiological flair

Holvino, E. (2001). Compicating gender: The simultaneity of race, gender, and class in
organizational change(ing). Center for Gender in Organizations, Working Paper No
14. Retrieved July 16, 2014, from

Summary: Holvino, president of a consulting company and a faculty member at Center
for Gender in Organizations at the Simmons School of Management in Boston, compares
feminist theories (radical, socialist, poststructuralist and postcolonial/Third
World/transitional) related to white women and women of color. She addresses the
intersection of gender, race and class as seen in employment situations and offers six
interventions to affect organizational change. This article does not expressly address
classroom issues but offers insight about professional relationships, perceptions, and

Genre: scholarly article; part definition essay, part how-to

Landsman, J. (2014). Overcoming the challenges of poverty. Educational Leadership,
71(9), 16-21. Retrieved from http://www.educationalleadership-

Summary: Landsman, an education consultant and writer, offers practical tips for both
teachers and administrators for working with students who live in poverty. She begins
with a narrative about a sleepy student, which leads into an article that offers the reader
possible reasons for certain behaviors and how to support the students on classroom and
school levels. The suggestions are practical and mostly easy to implement. It concludes
with tips for administrators, including how to support teachers as they support the
students who live in poverty.

Genre: non-fiction; part narrative; a concise list of tips

Mackenzie, N. (2007). Teacher morale: More complex than we think?. The Australian
Educational Researcher, 34(1), 89-104. Retrieved July 22, 2014, from the EBSCO
Host database.

Summary: This study surveyed Australian teachers about morale issues. Study
participants identified ways to combat burn out, to include improved working conditions,
better compensation, and supportive leadership at all levels. The researchers cite research
that supports the idea that students perform better when teacher morale is higher and
suggest that improving the status of the profession and working conditions would
enhance academic outcomes. They end by saying that teachers and the community need
to support each other to improve the educational system.

Genre: non-fiction article


Monroe, L. (2003). The Monroe Doctrine an ABC Guide To What Great Bosses Do.
New York: PublicAffairs.

Dr. Monroe is the founder of the Frederick Douglass Academy in Harlem and is the
founder and executive director of the School Leadership Academy at the Center for
Educational Innovation. The Monroe Doctrine is a book with tips about leadership. It is
arranged in alphabetical order, by key words that help support her leadership theories.
For example, E includes emanate, encourage, escape, and experience. The
sections are short and are made to be quick reads. Its a book taken from personal
experience rather than extensive research. This is sufficient for a quick, informal read on
leadership skills. This could easily be used as a book to look at once a week and work on
one of the skills.

Genre: non-fiction; structured like a dictionary with accompanying anecdotes

Facebook: Lorraine Monroe

Morgan, M., Ludlow, L., Kitching, K., OLeary, M., & Clarke, A. (2010). What makes
teachers tick? Sustaining events in new teachers lives. British Educational
Research Journal, 36(2), 191-208. Retrieved July 22, 2014, from the EBSCO Host

Summary: The authors of this journal article wanted to find out whether teachers lose
motivation because of the undermining effects of negative events or because of the
absence of sustaining positive experiences. They are also wondering if events closest to
the teacher (in the classroom, in the school) have more of an effect than more distanced
events (in the state, across the nation). Also, the writers want to know how the frequency
of positive and negative occurrences affect educators. The researchers conclude micro
experiences (in the classroom, at school) have more of an effect on morale than macro
experiences (nationally, globally).

Genre: research article; hypothesis, analysis of research, conclusion

Nolan, C, and S.M. Stitzlein. "Meaningful hope for teachers in times of high anxiety and
low morale." Democracy in Education 19.1 (2011): n. pag. Democracy and
Education. Web. 17 July 2014.

Summary: Nolan and Stitzlein, of the University of New Hampshire, write about how a
pragmatist philosophy view of hope can offer teachers some relief of the current
pressures of American public education. Being hopeful is not the same as optimistic to
the point of naivet; instead, people who understand pragmatic hope understand adversity
and positivity can co-exist and move forward with the tumult and uncertainty. The article
explains the history of pragmatism in US public education, starting with John Dewey.
The writers also address the role of inquiry in supporting pragmatic hope. One of the
solutions mentioned is for teachers to make it a priority to establish learning communities
together. The researchers assert, it is important for teachers to connect individually with
someone who has weathered many storms in teaching and who is willing to guide the
other. As well, each teacher should extend friendship to a less experienced colleague for
the purposes of giving while receiving from the mentoring relationship.

Genre: non-fiction research article; some how-to advice at the end

Carrie Nolan
Sarah Stitzlein

Santoro, D. A. (2011). Good teaching in difficult times: demoralization in the pursuit of
good work. American Journal of Education, 118(1), 1-23. Retrieved July 21, 2014,
from the EBSCO Host database.

Summary: This article identifies a difference between two words that are often used
synonymously: burnout and demoralization. Burnout is defined in this article as a
teachers individual psychology getting the way of feeling successful; demoralization
occurs when external factors make it so that teachers can no longer access the moral
rewards embedded in the work. Instead of focusing on how an individual teachers
personality affects the work, the demoralization lens targets the focus on working

Genre: non-fiction; definition essay, part cause/effect

Doris Santoro

Thomas-El, S., & Murphy, C. (2004). I choose to stay: A black teacher refuses to desert
the inner city. New York: Kensington Books.

Summary El is currently an education expert and consultant who worked in the
Philadelphia school district until 2009. This book is his account of the time he turned
down a promotion and a $20,000 salary increase to continue working as a teacher at his
middle school. Through his strong narrative voice, the reader understands his convictions
and commitment to his students. It is a book that could inform readers about resiliency in
a time of great discord in American education. This book is especially relevant to LVWP
because El is a native Philadelphian and a graduate of and a doctoral student at East
Stroudsburg University.

Genre: memoir; inspiration
Twitter: @Principal_EL