Unstructured Zitierung

Besser, A., Lotem, S., and Zeigler-Hill, V. (2020). Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic. J. Voice Official J. Voice Foundat. S0892-1997, 30190-30199.

https://doi.org/10.1016/j.jvoice.2020.05.028

10.1080/00220671.1988.1088587

10.1016/S0140-6736(20)30460-

Unstructured Zitierung

Burić, I., & Kim, L.E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302.

https://doi.org/10.1016/j.learninstruc.2019.101302

Unstructured Zitierung

Cachón-Zagalaz, J., Sánchez-Zafra, M., Sanabrias-Moreno, D., González-Valero, G., Lara-Sánchez, A.J., & Zagalaz-Sánchez, M. L. (2020). Systematic review of the literature about the effects of the COVID-19 pandemic on the lives of school children. Front. Psychol., 11, 2457.

https://doi.org/10.3389/fpsyg.2020.569348

Unstructured Zitierung

Chew, Q.H., Wei, K.C., Vasoo, S., Chua, H.C, Sim, K. (2020). Narrative synthesis of psychological and coping responses towards emerging infectious disease outbreaks in the general population: practical considerations for the COVID-19 pandemic. Singapore Medical Journal, 61(7), 350-356.

https://doi.org/10.11622/smedj.2020046

10.1037/0033-2909.98.2.31

Unstructured Zitierung

Collie, R.J., & Martin, A.J. (2016). Adaptability: An important capacity for effective teachers. Educational Practice and Theory, 38(1), 27-39.

https://doi.org/10.7459/ept/38.1.03

Unstructured Zitierung

Corzine, E., Figley, C.R., Marks, R.E., Cannon, C., Lattone, V., & Weatherly, C. (2017). Identifying resilience axioms: Israeli experts on trauma resilience. Traumatology, 23(1), 4-9. 

https://doi.org/10.1037/trm0000094

Unstructured Zitierung

CSTS Center of Study of Traumatic Stress, Department of Psychiatry, (2020d). Leader’s Guide to Risk communication in the face of Coronavirus and other emerging public health threats. Uniformed Services University. Tratto da https://www.cstsonline.org/assets/media/documents/CSTS_FS_Coronavirus_Leaders_Guide_to_Risk_Communication_in_the%20Face_of_Emerging_Threats_Outbreaks.pdf

10.3200/MONO.131.4.285-35

10.1501/000361

Unstructured Zitierung

Fanning, R.M., & Gaba, D.M. (2007). The role of debriefing in simulation-based learning. Simul Healthc, 2(2), 115-125.

https://doi.org/10.1097/SIH.0b013e3180315539

Unstructured Zitierung

Fredrickson, B.L., Tugade, M.M., Waugh, C.E., & Larkin, G.R. (2003). What good are positive emotions in crisis? A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001, Journal of Personality and Social Psychology, 84(2), 365-376. Tratto da 

https://doi.org/10.1037/0022-3514.84.2.365

Unstructured Zitierung

Fullan, M., & Langworthy, M. (2013). Towards a New End: New Pedagogies for Deep Learning. Seattle: Collaborative Impact.

Unstructured Zitierung

Hanna, F., Oostdam, R., Severiens, S.E., & Zijlstra, B.J.H. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27. 

https://doi.org/10.1016/j.edurev.2019.01.003

Unstructured Zitierung

Hobfoll, S.E., Palmieri, P.A., Johnson, R.J., Canetti-Nisim, D., Hall, B.J. & Galea, S. (2009). Trajectories of resilience, resistance, and distress during ongoing terrorism: The case of Jews and Arabs in Israel. Journal of Consulting and Clinical Psychology, 77, 138-148.

https://doi.org/10.1037/a0014360

10.1016/S2215-0366(20)30168-

Unstructured Zitierung

Inail ‒ Dipartimento di medicina, epidemiologia, igiene del lavoro e ambientale (2020). Disposizioni anti COVID-19 ed ergonomia scolastica. Edizioni Inail. -- Tratto da https://www.inail.it/cs/internet/docs/alg-img-pubbl-disposizioni-covid-19-ergonomia-scolastica.pdf

Unstructured Zitierung

Kim, L.E. & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. Br J Educ Psychol, 90, 1062-1083. 

https://doi.org/10.1111/bjep.12381

Unstructured Zitierung

Leung, S.K., Chiang, V.L., Chui, Y., Lee, A.K., & Mak, Y. (2011). Feasibility and potentials of online support for stress management among secondary school teachers. Stress & Health: Journal of the International Society for the Investigation of Stress, 27(3), 282-286.

https://doi.org/10.1002/smi.1347

Unstructured Zitierung

Lillejord S., Børte K., Nesje K. & Ruud E. (2018). Learning and teaching with technology in higher education ‒ a systematic review. Oslo: Knowledge Centre for Education.

Unstructured Zitierung

Lizana, P.A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B., & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), 3764.

https://doi.org/10.3390/ijerph18073764

10.1186/1472-6963-10-7

Unstructured Zitierung

Miller, A. (2009). Riprendersi la vita. I traumi infantili e l’origine del male. Torino: Bollati Boringhieri editore.

Unstructured Zitierung

OECD (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. -- Tratto da https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf

Unstructured Zitierung

Olasile Babatunde Adedoyin & Emrah Soykan (2020). COVID-19 pandemicand online learning: the challenges and opportunities. Interactive Learning Environments.

https://doi.org/10.1080/10494820.2020.1813180

Unstructured Zitierung

Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., Dosil Santamaría, M. (2021). The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching. Front Psychol., 11, 620718. Published 2021 Jan 12.

https://doi.org/10.3389/fpsyg.2020.620718

Unstructured Zitierung

Pfefferbaum, B., & North, CS. (2020). Mental health and the COVID-19 pandemic. N Engl J Med, 383(6), 510-512.

https://doi.org/10.1056/NEJMp2008017

Unstructured Zitierung

Pianta, R.C. (2001). Student-Teacher Relationship Scale: Professional manual. Odessa, EL: Psychological Assessment Resources, Inc.

Unstructured Zitierung

Procentese, F., Capone, V., Caso, D., Donizzetti, A. R., & Gatti, F. (2020). Academic community in the face of emergency situations: Sense of responsible togetherness and sense of belonging as protective factors against academic stress during COVID-19 outbreak. Sustainability, 12(22), 9718.

https://doi.org/10.3390/su12229718

Unstructured Zitierung

Procentese, F. (2011). Convivenza responsabile: prospettive di intervento. Psicologia di Comunità, 2, 5-8.

https://doi.org/10.3280/PSC2011-002001

10.3280/PSC2011-00200

Unstructured Zitierung

Spilt, J.L., Koomen, H.M.Y., & Thijs, J.T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23, 457-477.

https://doi.org/10.1007/s10648-011-9170-y

Unstructured Zitierung

UNESCO (2020, March 10). Adverse consequences of school closures. -- Tratto da https://en.unesco.org/covid19/educationresponse/consequences

10.1016/S2215-0366(20)30046-