Pedagogical staff in children's day care centres in Germany – links between working conditions, job satisfaction, commitment and work-related stress (English)
- New search for: Schreyer, Inge
- New search for: Krause, Martin
- New search for: Schreyer, Inge
- New search for: Krause, Martin
In:
Early years
;
36
, 2
;
132-147
;
2016
-
ISSN:
- Article (Journal) / Print
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Title:Pedagogical staff in children's day care centres in Germany – links between working conditions, job satisfaction, commitment and work-related stress
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Contributors:Schreyer, Inge ( author ) / Krause, Martin ( author )
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Published in:Early years ; 36, 2 ; 132-147
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Publisher:
- New search for: Taylor and Francis
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Publication date:2016-01-01
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Size:16 pages
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ISSN:
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Type of media:Article (Journal)
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Type of material:Print
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Language:English
- New search for: 370.7122
- Further information on Dewey Decimal Classification
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Classification:
DDC: 370.7122 -
Source:
© Metadata Copyright the British Library Board and other contributors. All rights reserved.
Table of contents – Volume 36, Issue 2
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 113
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EditorialOberhuemer, Pamela et al. | 2016
- 116
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Revisioning professionalism from the peripherySkattebol, Jennifer / Adamson, Elizabeth / Woodrow, Christine et al. | 2016
- 132
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Pedagogical staff in children’s day care centres in Germany – links between working conditions, job satisfaction, commitment and work-related stressSchreyer, Inge / Krause, Martin et al. | 2016
- 148
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Learner engagement under the ‘regulatory gaze’: possibilities for re-positioning early childhood pre-service teachers as autonomous professionalsJovanovic, Jessie / Fane, Jennifer et al. | 2016
- 165
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An ecological perspective on early years workforce competences in Italian ECEC settingsMigliorini, Laura / Rania, Nadia / Tassara, Tatiana et al. | 2016
- 179
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Are there differences between children’s display of self-regulation and metacognition when engaged in an activity and when later reflecting on it? The complementary roles of observation and reflective dialogueRobson, Sue et al. | 2016
- 195
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Toward inclusive understandings of marriage in an early childhood classroom: negotiating (un)readiness, community, and vulnerability through a critical reading of King and KingBentley, Dana Frantz / Souto-Manning, Mariana et al. | 2016
- 207
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Transforming teacher–family relationships: shifting roles and perceptions of home visits through the Funds of Knowledge approachWhyte, Kristin Lyn / Karabon, Anne et al. | 2016