Learning, Culture and Social Interaction, Jun 1, 2020
The present study explored patterns of dialogic teaching in kindergarten classrooms across two co... more The present study explored patterns of dialogic teaching in kindergarten classrooms across two countries with different educational systems and cultural backgrounds: Finland and the United Arab Emirates (UAE). In each country, transcripts of thirteen learning sessions were analyzed by identifying episodes of educational dialogue and categorizing them with regard to previously identified patterns of dialogic teaching. Results showed that teachers, rather than students, initiated dialogue. Further, teacher-initiated teaching dialogue of high quality was the dominant dialogue pattern. Comparisons across countries revealed less educational dialogue and more teacher-initiated questions in classrooms in the UAE, while more open space for sharing thoughts was found in kindergarten classrooms in Finland. The findings suggest variations in the structure of educational dialogue and instructional practices in kindergarten classrooms across contexts.
This timely book provides a historical overview of digital literacy. The authors present a socioc... more This timely book provides a historical overview of digital literacy. The authors present a sociocultural perspective on literacy that emphasizes the plurality of the concept as 'literacies'. This is in contrast to a focus on technical skill, as is traditional in IT education. The authors examine digital literacy in several contexts including Norway, the U.S. and policies in the European Union.
School personnel can help to identify, monitor and accommodate students with seizure disorders. T... more School personnel can help to identify, monitor and accommodate students with seizure disorders. This article describes the general characteristics of seizure disorders and reviews research on implications for cognition and achievement among children. Despite methodological limitations of research in this area, a few trends are observed. Localization of seizure activity in the brain and age of onset have a major impact on cognition. A synthesis of major studies show that deficits often involve one or more of the following: verbal memory, visual memory, reaction time, and attention. Challenges in reading comprehension are well documented. Poor school performance, in general, may be due to frequent lapses of awareness. Recommendations are for school personnel to monitor and document symptoms at school.
Teachers interacting with stressed and traumatized children are susceptible to secondary traumati... more Teachers interacting with stressed and traumatized children are susceptible to secondary traumatic stress. Unlike college coursework in other social service disciplines, a dearth of literature on this topic informs teacher preparation programs. Prevention and intervention strategies for educators are suggested in this article.
Learning, Culture and Social Interaction, Dec 1, 2016
This paper examines parents' literacy preferences for their young children as a reflection of the... more This paper examines parents' literacy preferences for their young children as a reflection of the greater culture within a Muslim, Arab context. We describe literacy as a social practice and form of cultural transmission. Parent preferences among nationals in the United Arab Emirates (n = 118) are described across the following dimensions: children's book genre and content, and purpose of shared reading. Semi-structured interviews were analyzed based on the constant comparison data reduction method. Parents valued books that were a reflection of their culture and values. Nonfiction texts were favored due to their realistic content, which allowed parents to more easily assess a book's suitability for their child. They preferred life, earth and space science texts that teach facts and morality. Favorite folk stories included The Arabian Nights and Tales of Juha because of their entertainment value and lessons taught. The purpose of shared reading is mainly to teach isolated reading skills and develop factual knowledge, deemphasizing meaning making. Parents allowed boys to self-select reading materials more than girls. Study implications call for literacies that unite and empower rather than spark opposition from the local culture.
Nightmares that replicate traumatic events are among the criteria that define posttraumatic stres... more Nightmares that replicate traumatic events are among the criteria that define posttraumatic stress disorder (PTSD); however, there has been limited systematic assessment of the content of dreams in PTSD. A PTSD dream rating instrument was developed to operationalize features attributed to dreams associated with combat‐related PTSD that incorporated dimensions from the dream content analysis literature, and its reliability was assessed. Then the instrument was used to characterize dream reports in 18 Vietnam combat veterans diagnosed with PTSD. Approximately half of the group's target dreams contained features characteristic of combat, and all but 3 (17%) were moderately to highly threatening. Fifty‐three percent were set at least partially in the present and 79% contained distorted elements. We therefore conclude that target dreams of combat veterans with PTSD vary with regard to replication of trauma and elements normally associated with dreaming, but typically are threatening.
International Journal of Early Years Education, Mar 16, 2019
Teacher-child interactions provide an important context for children's development and learning. ... more Teacher-child interactions provide an important context for children's development and learning. The study explored how teacher-and classroom-level factors were associated with quality of teacher-child interactions in the United Arab Emirates (UAE). We also investigated associations between teacher-child interactions and child outcomes. Teacher-child interactions were observed in 60 kindergarten classrooms using the Classroom Assessment Scoring System, for the first time with this population. Pre-academic skills (letter and number knowledge), behavioural regulation (assessed with the Head-Toes-Knees-Shoulders task), and stress response physiology (assessed with salivary cortisol levels) were measured in a sample of 115 five-year-old children, recruited from 22 of the 60 classrooms. Results provided moderate evidence for a three-domain structure of teacher-child interactions. Some differences in the quality of teacher-child interactions were related to teachers' years of experience. Correlational findings suggest links between quality of emotional support with children's pre-academic skills and behavioural regulation. Results are also discussed in relation to similar international studies to highlight any unique findings to the UAE context.
Learning & teaching in higher education: Gulf perspectives, Jun 1, 2013
This timely book provides a historical overview of digital literacy. The authors present a socioc... more This timely book provides a historical overview of digital literacy. The authors present a sociocultural perspective on literacy that emphasizes the plurality of the concept as 'literacies'. This is in contrast to a focus on technical skill, as is traditional in IT education. The authors examine digital literacy in several contexts including Norway, the U.S. and policies in the European Union.
The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The mora... more The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The moral reasoning of female business students in the United Arab Emirates is described based on Kohlberg's theory of Cognitive Moral Development (CMD). Business students were asked to participate in a brief individual interview which involved reading three moral dilemmas and answering open-ended questions. Results were analyzed based on each dilemma as well as across all three. Most students made their decisions at the first two levels of Kohlberg's stages, prioritizing how their decision would secure rewards for themselves and compliance with rules to maintain the social order. However, a fairly large percentage also scored at the highest stage of reasoning. Results are explored based on the sociocultural context and implications for ethics education are outlined, including an emphasis on examining conflicting cultural values and the use of context-specific dilemmas for teaching ethics.
Changing mindsets may influence college students' motivation to learn, which in turn affects how ... more Changing mindsets may influence college students' motivation to learn, which in turn affects how they engage in learning activities. Based on mindset theory (Gollwitzer 1990; Gollwitzer 2012), this study explored the extent to which the concepts of the deliberative and implemental mindset are value-laden, and hence, might have different effects for individuals from different cultural backgrounds. More specifically, we investigated if these types of mindsets have a positive or negative effect on college students' motivation to learn in the context of higher education in two different countries, the United States (US) and the United Arab Emirates (UAE). Participants were 327 college students: 205 from the UAE and 122 from the US. Students were randomly assigned to one of four conditions (neutral, deliberative or implemental mindset, or control). Questionnaires assessed their motivation to learn, defined as attitudes, values, and goals on academic tasks, and self-regulatory strategies to complete them. Results suggested that differences in the consequences of being in a deliberative mindset for college students' motivation to learn for students from the US and the UAE; only students in the US sample were disadvantaged, whereas no such effect was found for students from the UAE. Being in an implemental mindset did not benefit students' motivation to learn. Cultural factors that may explain the results are discussed. The findings reinforce the need to examine motivation and possible interventions aimed at strengthening motivation in the context of higher education across individuals from different cultural background. Keywords College students. Motivation to learn. Deliberative mindset. Implemental mindset. Cross-cultural According to social-cognitive theories, motivation can "be changed by altering the conditions in the achievement context" (Urdan and Buchmann 2018, p. 114). Social psychology research suggests that mindsets can influence an individual's affect, cognition, and behavior (Achtziger & Gollwitzer, Higher Education
The purpose of this study was to describe and compare family support of their children\u27s early... more The purpose of this study was to describe and compare family support of their children\u27s early reading acquisition across three ethno-cultural groups. A collective case study design was utilized for this part descriptive and part exploratory qualitative study to describe families\u27 perceptions and interactions during joint reading tasks. This investigation included the perspective of participants of three relatively populous low-income ethno-cultural groups in South Florida: Haitian American, Jamaican American, and Cuban American.Eleven case studies comprised of four families of two of the ethno-cultural groups (Haitian America and Cuban America) and three of one group (Jamaican American) was conducted. Multiple cases allowed for the analysis of commonalties within ethno-cultural groups and the observation of patterns between groups. All family members who reported to regularly help their first grade child with reading tasks were invited to participate. Multiple modes of data collection including interviews, observations, and photography were utilized. Teachers were interviewed as to the reading instructional style they utilized in their classroom. The researcher and her assistants collected data at each family\u27s home on two occasions. A coding procedure was used to analyze data then themes were identified.This study revealed that participants provided their children with frequent joint storybook reading and homework help. They also evidenced literacy rich home environments. Families had positive perceptions of their child\u27s school, did not ask open ended questions or discuss text, and tended to have the child read to them rather than them reading to the child. Groups differed as to instructional styles including the use of visuals, turn taking, and word identification strategies. Frequency of engagement in joint reading activities was heavily influenced by time and parents\u27 level of education. Time was mediated by the number of children in the home and whether the mother was employed. When parents\u27 education level was low, siblings were found to have embraced the role of home educator.These results inform the cultural discontinuity theories of minority underachievement, revealing the degree to which low-income minority beliefs and practices are in conflict with those of the majority culture. Recommendations include adjusting teacher education and family literacy programs to be more culturally relevant in accordance with culture-based findings
International Journal of Business and Emerging Markets, 2015
As economies in the MENA region have become increasingly global and dependent on foreign labour, ... more As economies in the MENA region have become increasingly global and dependent on foreign labour, higher education institutions have a responsibility to effectively incorporate ethics education. This article presents a new interdisciplinary, case study-based model for teaching ethics in higher education (ICE model). It is comprised of five components including: 1) a discussion to identify the ethical dilemma involved; 2) an examination of the consequences of an action on self and others; 3) an examination of how the environment may affect moral reasoning; 4) a discussion of how and why decision-making may change when certain details or circumstances in the dilemma are changed; 5) a summary of one's final decision with its justification.
PurposeThe purpose of this paper is to examine the reasons for businesses to partner with schools... more PurposeThe purpose of this paper is to examine the reasons for businesses to partner with schools from the point of view of both stakeholders. Understanding the process by which schools and business entities collaborate with the goal of improving student achievement is important to ensure success and anticipate barriers. Pitfalls and keys to success are outlined. Recommendations for school and business leaders interested in forming partnerships based on lessons learned from the literature are provided.Design/methodology/approachThe paper achieves this aim by reviewing the literature on school‐business partnership formation and assessment.FindingsCharacteristics of successful school‐business partnerships are discussed.Practical implicationsBoth business and education leaders will be able to assess the value and scope of such partnership arrangements and be able to determine if their current or planned endeavours encompass the identified keys to success.Originality/valueThis paper concisely examines the major, practical issues involved for those interested in forming school‐business partnerships and synthesizes the research on program evaluations while placing the issue in the context of current trends in corporate social responsibility programs.
International Journal of Educational Research, 2013
ABSTRACT This study compares public and private science education in sixteen Abu Dhabi primary sc... more ABSTRACT This study compares public and private science education in sixteen Abu Dhabi primary schools. A survey including open-ended questions was used to assess teachers’ perceived strengths and challenges in teaching science. Perceptions of primary school principals were analyzed through individual interviews. Both sets of data sources were coded and several themes were identified. The predominant findings show that science teaching in Abu Dhabi's schools faces a number of challenges. This study cannot conclude that either public or private education is superior in this context. However, it can begin to delineate how they differ. Many of the identified issues could be addressed by targeted, well-publicized professional development, which focuses on both teaching science content and integrating science throughout the curriculum.
Learning and Teaching in Higher Education: Gulf Perspectives, 2013
This timely book provides a historical overview of digital literacy. The authors present a socioc... more This timely book provides a historical overview of digital literacy. The authors present a sociocultural perspective on literacy that emphasizes the plurality of the concept as 'literacies'. This is in contrast to a focus on technical skill, as is traditional in IT education. The authors examine digital literacy in several contexts including Norway, the U.S. and policies in the European Union.
Learning, Culture and Social Interaction, Jun 1, 2020
The present study explored patterns of dialogic teaching in kindergarten classrooms across two co... more The present study explored patterns of dialogic teaching in kindergarten classrooms across two countries with different educational systems and cultural backgrounds: Finland and the United Arab Emirates (UAE). In each country, transcripts of thirteen learning sessions were analyzed by identifying episodes of educational dialogue and categorizing them with regard to previously identified patterns of dialogic teaching. Results showed that teachers, rather than students, initiated dialogue. Further, teacher-initiated teaching dialogue of high quality was the dominant dialogue pattern. Comparisons across countries revealed less educational dialogue and more teacher-initiated questions in classrooms in the UAE, while more open space for sharing thoughts was found in kindergarten classrooms in Finland. The findings suggest variations in the structure of educational dialogue and instructional practices in kindergarten classrooms across contexts.
This timely book provides a historical overview of digital literacy. The authors present a socioc... more This timely book provides a historical overview of digital literacy. The authors present a sociocultural perspective on literacy that emphasizes the plurality of the concept as 'literacies'. This is in contrast to a focus on technical skill, as is traditional in IT education. The authors examine digital literacy in several contexts including Norway, the U.S. and policies in the European Union.
School personnel can help to identify, monitor and accommodate students with seizure disorders. T... more School personnel can help to identify, monitor and accommodate students with seizure disorders. This article describes the general characteristics of seizure disorders and reviews research on implications for cognition and achievement among children. Despite methodological limitations of research in this area, a few trends are observed. Localization of seizure activity in the brain and age of onset have a major impact on cognition. A synthesis of major studies show that deficits often involve one or more of the following: verbal memory, visual memory, reaction time, and attention. Challenges in reading comprehension are well documented. Poor school performance, in general, may be due to frequent lapses of awareness. Recommendations are for school personnel to monitor and document symptoms at school.
Teachers interacting with stressed and traumatized children are susceptible to secondary traumati... more Teachers interacting with stressed and traumatized children are susceptible to secondary traumatic stress. Unlike college coursework in other social service disciplines, a dearth of literature on this topic informs teacher preparation programs. Prevention and intervention strategies for educators are suggested in this article.
Learning, Culture and Social Interaction, Dec 1, 2016
This paper examines parents' literacy preferences for their young children as a reflection of the... more This paper examines parents' literacy preferences for their young children as a reflection of the greater culture within a Muslim, Arab context. We describe literacy as a social practice and form of cultural transmission. Parent preferences among nationals in the United Arab Emirates (n = 118) are described across the following dimensions: children's book genre and content, and purpose of shared reading. Semi-structured interviews were analyzed based on the constant comparison data reduction method. Parents valued books that were a reflection of their culture and values. Nonfiction texts were favored due to their realistic content, which allowed parents to more easily assess a book's suitability for their child. They preferred life, earth and space science texts that teach facts and morality. Favorite folk stories included The Arabian Nights and Tales of Juha because of their entertainment value and lessons taught. The purpose of shared reading is mainly to teach isolated reading skills and develop factual knowledge, deemphasizing meaning making. Parents allowed boys to self-select reading materials more than girls. Study implications call for literacies that unite and empower rather than spark opposition from the local culture.
Nightmares that replicate traumatic events are among the criteria that define posttraumatic stres... more Nightmares that replicate traumatic events are among the criteria that define posttraumatic stress disorder (PTSD); however, there has been limited systematic assessment of the content of dreams in PTSD. A PTSD dream rating instrument was developed to operationalize features attributed to dreams associated with combat‐related PTSD that incorporated dimensions from the dream content analysis literature, and its reliability was assessed. Then the instrument was used to characterize dream reports in 18 Vietnam combat veterans diagnosed with PTSD. Approximately half of the group's target dreams contained features characteristic of combat, and all but 3 (17%) were moderately to highly threatening. Fifty‐three percent were set at least partially in the present and 79% contained distorted elements. We therefore conclude that target dreams of combat veterans with PTSD vary with regard to replication of trauma and elements normally associated with dreaming, but typically are threatening.
International Journal of Early Years Education, Mar 16, 2019
Teacher-child interactions provide an important context for children's development and learning. ... more Teacher-child interactions provide an important context for children's development and learning. The study explored how teacher-and classroom-level factors were associated with quality of teacher-child interactions in the United Arab Emirates (UAE). We also investigated associations between teacher-child interactions and child outcomes. Teacher-child interactions were observed in 60 kindergarten classrooms using the Classroom Assessment Scoring System, for the first time with this population. Pre-academic skills (letter and number knowledge), behavioural regulation (assessed with the Head-Toes-Knees-Shoulders task), and stress response physiology (assessed with salivary cortisol levels) were measured in a sample of 115 five-year-old children, recruited from 22 of the 60 classrooms. Results provided moderate evidence for a three-domain structure of teacher-child interactions. Some differences in the quality of teacher-child interactions were related to teachers' years of experience. Correlational findings suggest links between quality of emotional support with children's pre-academic skills and behavioural regulation. Results are also discussed in relation to similar international studies to highlight any unique findings to the UAE context.
Learning & teaching in higher education: Gulf perspectives, Jun 1, 2013
This timely book provides a historical overview of digital literacy. The authors present a socioc... more This timely book provides a historical overview of digital literacy. The authors present a sociocultural perspective on literacy that emphasizes the plurality of the concept as 'literacies'. This is in contrast to a focus on technical skill, as is traditional in IT education. The authors examine digital literacy in several contexts including Norway, the U.S. and policies in the European Union.
The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The mora... more The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The moral reasoning of female business students in the United Arab Emirates is described based on Kohlberg's theory of Cognitive Moral Development (CMD). Business students were asked to participate in a brief individual interview which involved reading three moral dilemmas and answering open-ended questions. Results were analyzed based on each dilemma as well as across all three. Most students made their decisions at the first two levels of Kohlberg's stages, prioritizing how their decision would secure rewards for themselves and compliance with rules to maintain the social order. However, a fairly large percentage also scored at the highest stage of reasoning. Results are explored based on the sociocultural context and implications for ethics education are outlined, including an emphasis on examining conflicting cultural values and the use of context-specific dilemmas for teaching ethics.
Changing mindsets may influence college students' motivation to learn, which in turn affects how ... more Changing mindsets may influence college students' motivation to learn, which in turn affects how they engage in learning activities. Based on mindset theory (Gollwitzer 1990; Gollwitzer 2012), this study explored the extent to which the concepts of the deliberative and implemental mindset are value-laden, and hence, might have different effects for individuals from different cultural backgrounds. More specifically, we investigated if these types of mindsets have a positive or negative effect on college students' motivation to learn in the context of higher education in two different countries, the United States (US) and the United Arab Emirates (UAE). Participants were 327 college students: 205 from the UAE and 122 from the US. Students were randomly assigned to one of four conditions (neutral, deliberative or implemental mindset, or control). Questionnaires assessed their motivation to learn, defined as attitudes, values, and goals on academic tasks, and self-regulatory strategies to complete them. Results suggested that differences in the consequences of being in a deliberative mindset for college students' motivation to learn for students from the US and the UAE; only students in the US sample were disadvantaged, whereas no such effect was found for students from the UAE. Being in an implemental mindset did not benefit students' motivation to learn. Cultural factors that may explain the results are discussed. The findings reinforce the need to examine motivation and possible interventions aimed at strengthening motivation in the context of higher education across individuals from different cultural background. Keywords College students. Motivation to learn. Deliberative mindset. Implemental mindset. Cross-cultural According to social-cognitive theories, motivation can "be changed by altering the conditions in the achievement context" (Urdan and Buchmann 2018, p. 114). Social psychology research suggests that mindsets can influence an individual's affect, cognition, and behavior (Achtziger & Gollwitzer, Higher Education
The purpose of this study was to describe and compare family support of their children\u27s early... more The purpose of this study was to describe and compare family support of their children\u27s early reading acquisition across three ethno-cultural groups. A collective case study design was utilized for this part descriptive and part exploratory qualitative study to describe families\u27 perceptions and interactions during joint reading tasks. This investigation included the perspective of participants of three relatively populous low-income ethno-cultural groups in South Florida: Haitian American, Jamaican American, and Cuban American.Eleven case studies comprised of four families of two of the ethno-cultural groups (Haitian America and Cuban America) and three of one group (Jamaican American) was conducted. Multiple cases allowed for the analysis of commonalties within ethno-cultural groups and the observation of patterns between groups. All family members who reported to regularly help their first grade child with reading tasks were invited to participate. Multiple modes of data collection including interviews, observations, and photography were utilized. Teachers were interviewed as to the reading instructional style they utilized in their classroom. The researcher and her assistants collected data at each family\u27s home on two occasions. A coding procedure was used to analyze data then themes were identified.This study revealed that participants provided their children with frequent joint storybook reading and homework help. They also evidenced literacy rich home environments. Families had positive perceptions of their child\u27s school, did not ask open ended questions or discuss text, and tended to have the child read to them rather than them reading to the child. Groups differed as to instructional styles including the use of visuals, turn taking, and word identification strategies. Frequency of engagement in joint reading activities was heavily influenced by time and parents\u27 level of education. Time was mediated by the number of children in the home and whether the mother was employed. When parents\u27 education level was low, siblings were found to have embraced the role of home educator.These results inform the cultural discontinuity theories of minority underachievement, revealing the degree to which low-income minority beliefs and practices are in conflict with those of the majority culture. Recommendations include adjusting teacher education and family literacy programs to be more culturally relevant in accordance with culture-based findings
International Journal of Business and Emerging Markets, 2015
As economies in the MENA region have become increasingly global and dependent on foreign labour, ... more As economies in the MENA region have become increasingly global and dependent on foreign labour, higher education institutions have a responsibility to effectively incorporate ethics education. This article presents a new interdisciplinary, case study-based model for teaching ethics in higher education (ICE model). It is comprised of five components including: 1) a discussion to identify the ethical dilemma involved; 2) an examination of the consequences of an action on self and others; 3) an examination of how the environment may affect moral reasoning; 4) a discussion of how and why decision-making may change when certain details or circumstances in the dilemma are changed; 5) a summary of one's final decision with its justification.
PurposeThe purpose of this paper is to examine the reasons for businesses to partner with schools... more PurposeThe purpose of this paper is to examine the reasons for businesses to partner with schools from the point of view of both stakeholders. Understanding the process by which schools and business entities collaborate with the goal of improving student achievement is important to ensure success and anticipate barriers. Pitfalls and keys to success are outlined. Recommendations for school and business leaders interested in forming partnerships based on lessons learned from the literature are provided.Design/methodology/approachThe paper achieves this aim by reviewing the literature on school‐business partnership formation and assessment.FindingsCharacteristics of successful school‐business partnerships are discussed.Practical implicationsBoth business and education leaders will be able to assess the value and scope of such partnership arrangements and be able to determine if their current or planned endeavours encompass the identified keys to success.Originality/valueThis paper concisely examines the major, practical issues involved for those interested in forming school‐business partnerships and synthesizes the research on program evaluations while placing the issue in the context of current trends in corporate social responsibility programs.
International Journal of Educational Research, 2013
ABSTRACT This study compares public and private science education in sixteen Abu Dhabi primary sc... more ABSTRACT This study compares public and private science education in sixteen Abu Dhabi primary schools. A survey including open-ended questions was used to assess teachers’ perceived strengths and challenges in teaching science. Perceptions of primary school principals were analyzed through individual interviews. Both sets of data sources were coded and several themes were identified. The predominant findings show that science teaching in Abu Dhabi's schools faces a number of challenges. This study cannot conclude that either public or private education is superior in this context. However, it can begin to delineate how they differ. Many of the identified issues could be addressed by targeted, well-publicized professional development, which focuses on both teaching science content and integrating science throughout the curriculum.
Learning and Teaching in Higher Education: Gulf Perspectives, 2013
This timely book provides a historical overview of digital literacy. The authors present a socioc... more This timely book provides a historical overview of digital literacy. The authors present a sociocultural perspective on literacy that emphasizes the plurality of the concept as 'literacies'. This is in contrast to a focus on technical skill, as is traditional in IT education. The authors examine digital literacy in several contexts including Norway, the U.S. and policies in the European Union.
This study found evidence that supportive teacher-child
interactions promote kindergarten childre... more This study found evidence that supportive teacher-child interactions promote kindergarten children’s stress response regulation. Children in classrooms with high levels of teacher emotional and instructional support experience less physiological stress during their school day.
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Papers by Lydia Barza
interactions promote kindergarten children’s stress response
regulation. Children in classrooms with high levels of teacher
emotional and instructional support experience less physiological stress during their school day.