Research in K-12 Schools

References

Conceptualizing Well-Being

Alberta Teachers Association. (2019). School Wellness and Well-Being: Initiatives Across Canada. https://www.teachers.ab.ca/Public%20Education/EducationResearch/Pages/ResearchPublications.aspx

 

Educator Well-Being

Hauseman, C. (2020). Strategies secondary school principals use to manage their emotions. Leadership and Policy in Schools. Advance online publication: https://doi.org/10.1080/15700763.2020.1734211

Hauseman, C. (2020). How workload influences the emotional aspects of principals’ work. Educational Leadership in Action, 6(2), 1-30. https://www.lindenwood.edu/academics/beyond-the-classroom/publications/journal-of-educational-leadership-in-action/all-issues/volume-6-issue-2/how-workload-influences-the-emotional-aspects-of-principals-work/

Pollock, K., Hauseman, C., & Wang, F. (2019). Work intensification: How the role of school leaders is changing. EdCan Network: The Facts on Education. https://www.edcan.ca/articles/work-intensification/

Wang, F., Pollock, K., & Hauseman, D. C. (2018). Ontario principals’ and vice principals’ wellbeing and their coping strategies in the context of work intensification. In S. Cherkowski and K. Walker (Eds.), Perspectives on Flourishing Schools (pp. 287-304). Lexington Books. https://rowman.com/ISBN/9781498579421/Perspectives-on-Flourishing-in-Schools

Hauseman, D. C., Pollock, K., & Wang, F. (2017). Inconvenient, but essential: Impact and influence of school–community involvement on principals’ work and workload. School Community Journal, 27(1), 83-106. http://www.adi.org/journal/2017ss/HausemanPollockWangSpring2017.pdf

Hauseman, C. (2020). Managing emotions and coping in a context of work intensification. Canadian Journal of Educational Administration and Policy, 192, 42-51. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/68137

Pollock, K., Hauseman, C., & Wang, F. (2019). How can education systems support principals’ and vice-principals’ well-being?. EdCan Network: The Facts on Education. https://www.edcan.ca/articles/support-principals-well-being/

Wang., F., Pollock, K., & Hauseman, C. (2019). Proactively mitigating school leader’s emotionally draining situations. Canadian Journal of Educational Administration and Policy, 190, 40-48. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/61768

Natural Environment & Well-Being

Largo-Wight, E., Guardino, C., Wludyka, P., Hall, K., Wight, J., & Merten, J. (2018). Nature contact at school: The impact of an outdoor classroom on children’s well-being. International Journal of Environmental Health Research, 28(6), 653–666. https://doi.org/10.1080/09603123.2018.1502415

Edwards, C., Forman, G., & Gandini, L. (2012). The hundred languages of children the Reggio Emilia experience in transformation (3rd ed.). Praeger.

Fraser, S. (2006). Authentic childhood: Experiencing Reggio Emilia in the classroom (2nd ed.). Nelson.

Physical Education

Winchar, G. (2019). Lifelong physically active lifestyles and the Manitoba physical education curriculum: an inquiry into vision and reality. (Master’s thesis). http://hdl.handle.net/1993/33793

Spirituality and Education

Dasch, C. (2019). Spirituality in and for public school education: a philosophical inquiry into an educative approach to addressing the ecological crisis. (Master’s thesis). http://hdl.handle.net/1993/34400

Academic achievement

Howell, A. J. (2009). Flourishing: Achievement-related correlates of students’ well-being. The Journal of Positive Psychology, 4(1), 1–13. https://doi.org/10.1080/17439760802043459