Kristabel Stark
Dados Biográficos
| ID | 3655480 |
|---|---|
| NOME | Kristabel Stark |
| PRENOMES | Kristabel |
| SOBRENOME | Stark |
| ASSINATURA | STARK K |
| AFILIAÇÕES | University of Maryland, College Park |
| ORCID | 0000-0002-4975-3826 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Positioning Positionality in Research on Novice Teachers of Color
This paper offers a systematic review of researcher positionality in 94 studies addressing the experiences of novice teachers of color in K-12 settings. We explore how explicitly these studies articulated researcher positionality, the types of information included, and how researchers linked their positionality to the topics, methods, data, and analyses of their studies. We discuss the importance of critical reflection on researcher positionality…
The Development of a Coaching Model
Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based liter…
All They Need is a Little Respect
The present study utilized data from the 2017 Educator Quality of Work Life Survey (EQWLS). The EQWLS was distributed through the American Federation of Teachers and the Badass Teachers Association to document educators' experiences regarding their well‐being, working conditions, and stressors. We found that the extent to which teachers feel respected is a significant predictor of their likelihood of remaining in the profession. Specifically, fee…
Sustaining the Special Education Workforce
Concerns about special educator burnout and attrition have made their way into popular media discourse, and are impacting future Gen Z teachers. Although they demonstrate a commitment to equity and a passion for teaching, many Gen Zers express anxiety regarding careers in special education. Kristabel Stark, Shana Haines, Parker Goss, and Julie Vadhan explore Gen Z attributes and discuss tensions between these attributes and the norms of the curre…
Variation in teachers' daily situational motivation across professional activities
BACKGROUND AND AIMS: Drawing on self-determination theory, we investigated: How does teacher motivation vary over time? How does motivation vary across activity contexts? What is the association between teachers' motivation and affect? SAMPLE: One hundred sixty teachers in two districts in the Northeastern United States. METHOD: Using a day reconstruction method (DRM) instrument, we measured teachers' daily work activities, and their motivation a…
Teacher well-being and teacher retention
Momentary Affective Experiences of Teachers Serving Students With Emotional and Behavioral Disabilities in Self-Contained Settings
Emotions play an important role in the work of teachers serving students with emotional and behavioral disabilities (EBD), yet little is known about teachers’ momentary affective experiences. In this study, we collected 710 surveys regarding momentary affect from 14 teachers of students with EBD. We used descriptive analysis and variance decomposition to examine the frequency, intensity, and variability of these experiences. We then tested a seri…
Measuring Special Educators’ Working Conditions
Special education teachers’ (SETs) working conditions play a crucial role in shaping the size, quality, and effectiveness of the U.S. SET workforce and thereby shape the quality of instruction provided to students with disabilities. Valid measures of SETs’ working conditions are essential for conducting robust research on how to improve working conditions. We systematically reviewed measures of SETs’ working conditions across 44 studies, assessin…
Untying the double bind
Racially and ethnically minoritized students are now the majority in U.S. public schools. This demographic change, along with heightened attention to racial injustice and evidence regarding the importance of Black teachers, has renewed a decades-old push to increase their numbers. Redesigning teacher education and development to support the recruitment and retention of Black teachers requires ongoing critical understanding of their racialized exp…
Acting often and everywhere
Emotions as Both a Tool and a Liability
Special Educators’ Experiences of Interpersonal Interactions While Serving Students With Emotional/Behavioral Disorders
Students with emotional/behavioral disorders are increasingly included in general education settings, requiring their special educators to coordinate with other educators. Yet, research provides limited insights into their interactions with other educators. Thus, we qualitatively examined how special educators experienced and navigated interactions with other educators when serving students with emotional/behavioral disabilities in self-contained…
Navigating the Double Bind
A robust body of U.S.-based research demonstrates the importance of teachers of color to promote positive outcomes among students of color, and recent policies aim to increase the proportion of teachers of color. These policies are unlikely to succeed if they ignore how educational systems currently marginalize teachers of color, particularly early in teachers’ careers, when they are more likely to leave. Thus, we conducted a systematic narrative…
A vision for teachers’ emotional well-being
The COVID-19 pandemic has provided educational stakeholders with an opportunity to reflect on our visions for healthy schools and how we can best organize schools to support these visions. Kristabel Stark, Neesha Daulat, and Simon King explain why teachers’ emotional well-being matters for the health of school organizations and why the nature of teachers’ emotional well-being is often misunderstood. They then share the findings of a qualitative s…
Bookshelf
In this monthly column, Kappan authors discuss books and articles that have informed their views on education. Kristabel Stark recommends The Feeling of Teaching by Elizabeth Burris. Kristin De Vivo recommends Helping Children Success: What Works and Why by Paul Tough
Educators' emotional work in service of high school students with emotional and behavioral disabilities
Danielson’s Framework for Teaching
Danielson’s Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT’s Instructional Domain (Domain 3) of Danielson’s FFT. We frame our study using cognitive l…
Acting often and everywhere
Variation in teachers' daily situational motivation across professional activities
BACKGROUND AND AIMS: Drawing on self-determination theory, we investigated: How does teacher motivation vary over time? How does motivation vary across activity contexts? What is the association between teachers' motivation and affect? SAMPLE: One hundred sixty teachers in two districts in the Northeastern United States. METHOD: Using a day reconstruction method (DRM) instrument, we measured teachers' daily work activities, and their motivation a…
Teacher well-being and teacher retention
Emotions as Both a Tool and a Liability
Danielson’s Framework for Teaching
Danielson’s Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT’s Instructional Domain (Domain 3) of Danielson’s FFT. We frame our study using cognitive l…
Special Educators’ Experiences of Interpersonal Interactions While Serving Students With Emotional/Behavioral Disorders
Students with emotional/behavioral disorders are increasingly included in general education settings, requiring their special educators to coordinate with other educators. Yet, research provides limited insights into their interactions with other educators. Thus, we qualitatively examined how special educators experienced and navigated interactions with other educators when serving students with emotional/behavioral disabilities in self-contained…
Navigating the Double Bind
A robust body of U.S.-based research demonstrates the importance of teachers of color to promote positive outcomes among students of color, and recent policies aim to increase the proportion of teachers of color. These policies are unlikely to succeed if they ignore how educational systems currently marginalize teachers of color, particularly early in teachers’ careers, when they are more likely to leave. Thus, we conducted a systematic narrative…
A vision for teachers’ emotional well-being
The COVID-19 pandemic has provided educational stakeholders with an opportunity to reflect on our visions for healthy schools and how we can best organize schools to support these visions. Kristabel Stark, Neesha Daulat, and Simon King explain why teachers’ emotional well-being matters for the health of school organizations and why the nature of teachers’ emotional well-being is often misunderstood. They then share the findings of a qualitative s…
Bookshelf
In this monthly column, Kappan authors discuss books and articles that have informed their views on education. Kristabel Stark recommends The Feeling of Teaching by Elizabeth Burris. Kristin De Vivo recommends Helping Children Success: What Works and Why by Paul Tough
Educators' emotional work in service of high school students with emotional and behavioral disabilities
Momentary Affective Experiences of Teachers Serving Students With Emotional and Behavioral Disabilities in Self-Contained Settings
Emotions play an important role in the work of teachers serving students with emotional and behavioral disabilities (EBD), yet little is known about teachers’ momentary affective experiences. In this study, we collected 710 surveys regarding momentary affect from 14 teachers of students with EBD. We used descriptive analysis and variance decomposition to examine the frequency, intensity, and variability of these experiences. We then tested a seri…
Measuring Special Educators’ Working Conditions
Special education teachers’ (SETs) working conditions play a crucial role in shaping the size, quality, and effectiveness of the U.S. SET workforce and thereby shape the quality of instruction provided to students with disabilities. Valid measures of SETs’ working conditions are essential for conducting robust research on how to improve working conditions. We systematically reviewed measures of SETs’ working conditions across 44 studies, assessin…
Untying the double bind
Racially and ethnically minoritized students are now the majority in U.S. public schools. This demographic change, along with heightened attention to racial injustice and evidence regarding the importance of Black teachers, has renewed a decades-old push to increase their numbers. Redesigning teacher education and development to support the recruitment and retention of Black teachers requires ongoing critical understanding of their racialized exp…
Acting often and everywhere
Emotions as Both a Tool and a Liability
Sustaining the Special Education Workforce
Concerns about special educator burnout and attrition have made their way into popular media discourse, and are impacting future Gen Z teachers. Although they demonstrate a commitment to equity and a passion for teaching, many Gen Zers express anxiety regarding careers in special education. Kristabel Stark, Shana Haines, Parker Goss, and Julie Vadhan explore Gen Z attributes and discuss tensions between these attributes and the norms of the curre…
Variation in teachers' daily situational motivation across professional activities
BACKGROUND AND AIMS: Drawing on self-determination theory, we investigated: How does teacher motivation vary over time? How does motivation vary across activity contexts? What is the association between teachers' motivation and affect? SAMPLE: One hundred sixty teachers in two districts in the Northeastern United States. METHOD: Using a day reconstruction method (DRM) instrument, we measured teachers' daily work activities, and their motivation a…
Teacher well-being and teacher retention
Positioning Positionality in Research on Novice Teachers of Color
This paper offers a systematic review of researcher positionality in 94 studies addressing the experiences of novice teachers of color in K-12 settings. We explore how explicitly these studies articulated researcher positionality, the types of information included, and how researchers linked their positionality to the topics, methods, data, and analyses of their studies. We discuss the importance of critical reflection on researcher positionality…
The Development of a Coaching Model
Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based liter…
All They Need is a Little Respect
The present study utilized data from the 2017 Educator Quality of Work Life Survey (EQWLS). The EQWLS was distributed through the American Federation of Teachers and the Badass Teachers Association to document educators' experiences regarding their well‐being, working conditions, and stressors. We found that the extent to which teachers feel respected is a significant predictor of their likelihood of remaining in the profession. Specifically, fee…
Psychology (13 obras) · Pedagogy (11 obras) · Social Psychology (11 obras) · Teacher Education and Leadership Studies (7 obras) · Early Childhood Education and Development (6 obras) · Mathematics education (5 obras) · Sociology (5 obras) · Computer Science (4 obras) · Developmental psychology (4 obras) · Social Psychology (4 obras)