In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

https://www.jstor.org/stable/pdfplus/1163320.pdf

Toward a Theory of Culturally Relevant Pedagogy

The design of work teams

Individualism and collectivism

In this article, a 2-dimensional work stressor framework is used to explain inconsistencies in past research with respect to stressor relationships with retention-related criteria. Results of meta-analyses of 183 independent samples indicated that whereas hindrance stressors had dysfunctional relationships with these criteria (negative relationships with job satisfaction and organizational commitment and positive relationships with turnover intentions, turnover, and withdrawal behavior), relationships with challenge stressors were generally the opposite (positive relationships with job satisfaction and organizational commitment and negative relationships with turnover intentions and turnover). Results also suggested that the differential relationships between challenge stressors and hindrance stressors and the more distal criteria (withdrawal behavior and turnover) were due, in part, to the mediating effects of job attitudes.

http://psycnet.apa.org/journals/apl/92/2/438.pdf

Differential challenge stressor-hindrance stressor relationships with job attitudes, turnover intentions, turnover, and withdrawal behavior: A meta-analysis

This study proposes that self-reported work stress among U.S. managers is differentially related (positively and negatively) to work outcomes depending on the stressors that are being evaluated. Specific hypotheses were derived from this general proposition and tested using a sample of 1,886 U.S. managers and longitudinal data. Regression results indicate that challenge-related self-reported stress is positively related to job satisfaction and negatively related to job search. In contrast, hindrance-related self-reported stress is negatively related to job satisfaction and positively related to job search and turnover. Future research directions are discussed.

An empirical examination of self-reported work stress among U.S. managers.

Inner Contradictions of Rigorous Research.

Total life stress: A multimethod validation of the construct and its effects on organizationally valued outcomes and withdrawal behaviors.

While employee assistance programmes (EAPs) are becoming commonplace in large Western organizations, little is known regarding their prevalence in non-Western cultures. In this paper, we provide a framework for understanding the prevalence of EAPs in four distinct cells of societal culture-based variations. A cultural matrix for analysing the relative emphases of styles of coping, social support systems, rites and rituals, and the prevalence of EAPs is developed. The implications for managerial health and effectiveness in the global context are discussed.

International and Cultural Variations in Employee Assistance Programmes: Implications for Managerial Health and Effectiveness*

Management of Work Stress: An Appraisal

Organizational and Human Consequences: A Detailed Examination

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