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dc.contributor.authorGustafson, Kate
dc.date.accessioned2016-06-08T20:15:16Z
dc.date.available2016-06-08T20:15:16Z
dc.date.issued2015-06-01
dc.identifier.urihttp://hdl.handle.net/20.500.11803/89
dc.description.abstractThe stress experienced by teachers is an internationally recognized problem that has resulted in high rates of attrition in the profession. The purpose of this research is to argue that stress experienced by teachers can be caused by environmental conditions resulting from poorly orchestrated inclusive policies. A review of literature indicated that workloads under current conditions have increased and diversified to unmanageable proportions. Collaboration among colleagues was identified as the primary mitigating factor to these stressful conditions. This research proposes district and school level organizational changes to teaching practice. Through the proper implementation of the Response to Intervention Framework (RTI), stress experienced by teachers could be mitigated by improving environmental conditions, increasing the profession’s collaborative capacity, and ultimately increasing each teacher’s ability to affect positive change for students.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.titleIncreasing the Teaching Profession’s Collaborative Capacity: A Proposal of Organizational Change to Reduce Stress Experienced by Teachersen_US
dc.typeThesisen_US
thesis.degree.disciplineSchool Counselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educationen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteVictoriaen_US
cityu.site.countryCanadaen_US


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