References
Anton, J., & Van Ryzin, M. J. (2023). Reducing teacher stress and burnout and enhancing self-efficacy through technology-supported small-group instruction. Social and Emotional Learning: Research, Practice, and Policy, 4, 100053. https://doi.org/10.1016/j.sel.2024.100053
Barnes, T. N., Cipriano, C., McCallops, K., Cuccuini-Harmon, C., & Rivers, S. E. (2018). Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting. Emotional and Behavioural Difficulties, 23(3), 284–295. https://doi.org/10.1080/13632752.2018.1461452
Brady, L. L., McDaniel, S. C., & Choi, Y.-J. (2023). Teacher stress and burnout: The role of psychological work resources and implications for practitioners. Psychology in the Schools, 60, 1706-1726. https://doi.org/10.1002/pits.22805
Chaffee, R. K., Briesch, A. M., Volpe, R. J., Johnson, A. H., & Dudley, L. (2020). Effects of a class-wide positive peer reporting intervention on middle school student behavior. Behavioral Disorders, 45(4), 224–237. https://doi.org/10.1177/0198742919881112
Chow, J. C., Ledford, J. R., Windsor, S., & Bennett, P. (2023). Empirically derived single-case-design effect size distributions of engagement and challenging behavior in early childhood research. Exceptional Children, 90(1), 76-92. https://doi.org/10.1177/00144029231165505
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Cooper, J., Heron, T., & Heward, W. (2019). Applied behavior analysis (3rd ed.). Pearson.
Crewdson, M., Richardson, R. D., Skinner, C. H., Fowler, K., & Wright, S. (2023). Tootling: A classwide peer-mediated intervention for decreasing antisocial and disruptive behavior and enhancing prosocial behaviors and academic engagement. Teaching Exceptional Children, 55(3), 198–207.
Frey, A. J., Small, J. W., Seeley, J. R., Walker, H. M., Feil, E. G., Lee, J., Lissman, D. C., Crosby, S., & Forness, S. R. (2022). First step next and home base: A comparative efficacy study of children with disruptive behavior. Exceptional Children, 88(2), 205-222. https://doi.org/10.1177/00144029211062588
Garwood, J. D., Van Loan, C. L., & Werts, M. G. (2018). Mindset of paraprofessionals serving students with emotional and behavioral disorders. Intervention in School and Clinic, 53(4), 206–211. https://doi.org/10.1177/1053451217712958
Gilmour, A. F., & Wehby, J. H. (2020). The association between teaching students with disabilities and teacher turnover. Journal of Educational Psychology, 112(5), 1042–1060. https://doi.org/10.1037/edu0000394
Green, A. M., & Munoz, M. A. (2016). Predictors of new teacher satisfaction in urban schools: Effects of personal characteristics, general job facets, and teacher-specific job facets. Journal of School Leadership, 26(1), 92–123. https://doi.org/10.1177/105268461602600104
Niu, J., Fan, C., Wang, Z., & Chen, Y. (2023). Multi-level analysis of factors on teacher job satisfaction across Japan and South Korea: Evidence from TALIS 2018. Sage Open, 13(2). https://doi.org/10.1177/21582440231178533
Hicks, N. R. (2024). Addressing student behavior to meet everyone’s needs. Phi Delta Kappan, 106(4), 36-41. https://doi.org/10.1177/00317217241304829
Jaquett, C., Skinner, C., Moore, T., Ryan, K., McCurdy, M., & Cihak, D. (2021). Interdependent group rewards: Rewarding on-task behavior versus academic performance in an eighth- grade classroom serving students with emotional and behavioral disorders. Behavioral Disorders, 46(4), 238–252.
Kim, H., Ottens, M., Jacob, M., & Qiao, X. (2025). Examining STEM preferences in autistic students: The role of contextual support, self-efficacy, and outcome expectations. Exceptional Children, advance online publication. https://doi.org/10.1177/00144029241312777
Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38. https://doi.org/10.1177/0741932512452794
Liu, S., Keeley, J. W., & Sui, Y. (2023). Multi-level analysis of factors influencing teacher job satisfaction in China: Evidence from the TALIS 2018. Educational Studies 49(2), 239-259.
Madigan, D. J., Kim, L. E., Glandorf, H. L., & Kavanagh, O. (2023). Teacher burnout and physical health: A systematic review. International Journal of Educational Research, 119, 102173. https://doi.org/10.1016/j.ijer.2023.102173
Marino, M. T., Black, A. C., Hayes, M. T., & Beeber, C. C. (2010). An analysis of factors that affect struggling readers’ achievement during a technology-enhanced STEM astronomy curriculum. Journal of Special Education Technology, 25(3), 35-47. https://doi.org/10.1177/016264341002500305
Markula, A., Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdsciplinary Science Education Research, 2. https://doi.org/10.1186/s43031-021-00042-x
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2021). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147–4155. https://doi.org/10.1080/10494820.2021.1954036
McGee, J. R., Shoaf, G., Huelsman, T., & McClannon, T. (2023). The complexity of teacher job satisfaction: Balancing joys and challenges. Journal of School Leadership, 33(5), 535-549. https://doi.org/10.1177/10526846221143039
Naderi, E. & Saremi, K. (2024). The well-being of English teachers: the effect of increasing conditions and stress-reducing resources in the work environment. Innovation in Teaching, Learning and Evaluation, 1(2), 27-42. https://doi.org/10.22034/jitle.2024.476467.1010 (in Persian)
Omedi, S. (2024). Investigating the relationship between transformational leadership on emotional burnout of leaders of educational organizations with an emphasis on the contribution of emotional intelligence and role playing. Innovation in Teaching, Learning and Evaluation, 1(3), 33-48. https://doi.org/10.22034/jitle.2024.485011.1014 (in Persian)
Park, E. Y., & Shin, M. (2020). A meta-analysis of special education teachers’ burnout. SAGE Open, 10(2), 1-18. https://doi.org/10.1177/2158244020918297
Piko, B. F., Mihálka, M. (2017). A study of work satisfaction, burnout and other work-related variables among Hungarian educators. European Journal of Mental Health, 12(2), 152–164. https://doi.org/10.5708/EJMH.12.2017.2.2
Pressley, T., Marshall, D. T., & Moore, T. (2024). Understanding teacher burnout following COVID-19. Teacher Development, 28(4), 553–568. https://doi.org/10.1080/13664530.2024.2333982
Saad, A., & Zainudin, S. (2022). A review of project-based learning (PBL) and computational thinking (CT) in teaching and learning. Learning and Motivation, 78, 101802. https://doi.org/10.1016/j.lmot.2022.101802
Safdari, S., & Ghafari Mejlej, M. (2024). Teachers’ beliefs about gifted students and pedagogical activities that suit them: A qualitative enquiry. Teaching Research, 12(1), 30-56. https://doi.org/10.22034/TRJ.2024.138978.1778 (in Persian)
Shackleton, N., Bonell, C., Jamal, F., Allen, E., Mathiot, A., Elbourne, D. & Viner, R. (2019), Teacher burnout and contextual and compositional elements of school environment. Journal of School Health, 89, 977-993. https://doi.org/10.1111/josh.12839
Speight, R., & Welsh-Young, N. (2023). Improving Secondary student classroom behavior with an IGC. Teaching Exceptional Children, 56(2), 118-128. https://doi.org/10.1177/00400599231180272
Swanson, E., McCulley, L. V., Osman, D. J., Scammacca Lewis, N., & Solis, M. (2019). The effect of team-based learning on content knowledge: A meta-analysis. Active Learning in Higher Education, 20(1), 39-50. https://doi.org/10.1177/1469787417731201
Taylor, J. C., Allen, L. M., Van, J., & Moohr, M. (2024). The effects of project-based learning on student behavior and teacher burnout in an emotional/behavioral support classroom. Journal of Emotional and Behavioral Disorders, 32(2), 81-94. https://doi.org/10.1177/10634266241235933
Terrazas-Arellanes, F., Gallard, A. M., Stryker, L. A., & Walden, E. D. (2018). Impact of interactive online units on learning science among students with learning disabilities and English learners. International Journal of Science Education, 40(5), 498–518. https://doi.org/10.1080/09500693.2018.1432915
Triana, D., Anggraito, Y. U., & Ridlo, S. (2020). Effectiveness of environmental change learning tools based on STEM-PjBL towards 4C skills of students. Journal of Innovative Science Education, 9(2), 181–187. https://doi.org/10.15294/JISE.V8I3.34048.
Van Camp A. M., Wehby J. H., Martin B. L. N., Wright J. R., Sutherland K. S. (2020). Increasing opportunities to respond to intensify academic and behavioral interventions: A meta-analysis. School Psychology Review, 49(1), 31–46. https://doi.org/10.1080/2372966X.2020.1717369
Viro, E., Lehtonen, D., Joutsenlahti, J., & Tahvanainen, V. (2020). Teachers' perspectives on project-based learning in mathematics and science. European Journal of Science and Mathematics Education, 8(1), 12–31. https://doi.org/10.30935/scimath/9544.
Walden, E. D. (2018). Impact of interactive online units on learning science among students with learning disabilities and English learners. International Journal of Science Education, 40(5), 498–518. https://doi.org/10.1080/09500693.2018.1432915
Wei, Y., Spear-Swerling, L., & Mercurio, M. (2021). Motivating students with learning disabilities to read. Intervention in School and Clinic, 56(3), 155–162. https://doi.org/10.1177/1053451220928956?
Xu, Z., Weng, W., Hu, X., & Luo, W. (2025). Comparative analysis of collaborative impacts on teacher job satisfaction: A cross-cultural study between the United States and China. Research in Comparative and International Education, advance online publication. https://doi.org/10.1177/17454999251313599
Zhang, Q., Li, W., Gao, J., Sun, B., & Lin, S. (2024). Teachers’ professional identity and job burnout: The mediating roles of work engagement and psychological capital. Psychology in the Schools, 61, 123–136. https://doi.org/10.1002/pits.23039
