Urban teacher challenges: What they are and what we can learn from them
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Research on teacher stress in urban communities with low socioeconomic status is not as widely investigated as teacher stress in general.
“Despite this trend, research on teacher stress in urban communities with low socioeconomic status is not as widely investigated as teacher stress in general (Camacho & Parham, 2019; Shernoff et al., 2011).”
From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Camacho & Parham, 2019
The prevalence of teacher stress is even more significant in urban schools, due to high job demands, low resources, and other unique challenges not typical in rural and suburban schools.
“The prevalence of teacher stress is even more significant in urban schools, due to high job demands, low resources, and other unique challenges that are not typical in rural and suburban schools (Bottiani et al., 2019; Camacho & Parham, 2019).”
From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Camacho & Parham, 2019
The citation lists haven’t been fetched yet
References 81 · Cited by 37
- Authors
- Camacho, D. A., & Parham, B.
- Affiliations
- University of Maryland, Baltimore (US)
- Corresponding author
- Camacho, Daniel A.
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2019-10
- Volume
- 85
- Pages
- 160-174
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2953994723
- Cited by
- 37
- References
- 81
- Citations by year
- 2026: 8 · 2025: 3 · 2024: 8 · 2023: 6 · 2022: 5 · 2021: 3 · 2020: 4
- FWCI
- 8.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- urban teachers, teacher challenges, student misbehavior, student motivation, behavioral health problems, classroom discipline, teacher attrition, teacher burnout, teacher stress, junior high school teachers, teacher support
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
