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Cited by 53Teacher Education and Leadership StudiesTeacher Professional Development and MotivationOccupational Health and Burnout

The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.

Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo

Wolf, Sharon, Torrente, Catalina, Frisoli, Paul, Weisenhorn, Nina, Shivshanker, Anjuli, Annan, Jeannie, Aber, J. Lawrence·2015·Teaching and Teacher Education
DOI 10.1016/j.tate.2015.08.002
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Crossref · 10.1016/j.tate.2015.08.002

Cites

7 of 7 references verified0 citation errors · 0 not checkable

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  • Other articles did not explicitly state any theories underpinning their conceptualization of teacher wellbeing, but inferred work-based definitions of wellbeing through their measurement approach.

    “Other articles did not explicitly state any theories underpinning their conceptualization of teacher wellbeing, but inferred work based definitions of wellbeing through their measurement approach”

    From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Wolf et al., 2015

Citations

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Research works printed but not linked: 43

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Metadata

Authors
Wolf, S., Torrente, C., Frisoli, P., Weisenhorn, N., Shivshanker, A., Annan, J., & Aber, J. L.
Affiliations
  • Global TIES for Children (US)
  • Yale University (US)
  • International Rescue Committee (US)
  • New York University (US)
Corresponding author
Wolf, Sharon
ORCID
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2015-11
Volume
52
Pages
24-36
ISSN
0742-051X (ISSN-L)
DOI
10.1016/j.tate.2015.08.002
OpenAlex
W1272554575
Cited by
53
References
7
Citations by year
2026: 4 · 2025: 2 · 2024: 4 · 2023: 9 · 2022: 9 · 2021: 5 · 2020: 4 · 2019: 8 · 2018: 5 · 2017: 2 · 2015: 1
FWCI
12.26
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
Teaching and Teacher Education (publishedVersion)
Funders
United States Agency for International Development (623-10-00023)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Professional Development and Motivation
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Occupational Health and Burnout
Keywords
teacher well-being, teacher professional development, social-emotional learning, job dissatisfaction, teacher motivation, primary school teachers, women teachers, teacher experiences, conflict-affected contexts, low-resource education, Democratic Republic of the Congo

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