IAP BOOK SERIES
Research on Stress and Coping in Education
This series of Works on stress and coping is centered on understanding the sources, experiences, and consequences of stress and coping in the educational arena. In formal organizations to informal experiences, those engaged in educational endeavors shape and are shaped by events and interactions that invoke salient to subtle stress and coping responses. We invite authors to submit manuscripts that present studies focused on stress and/or coping in any of the contexts, positions, peoples, and activities encompassed under the umbrella of education. Research using either qualitative or quantitative methodologies will be acceptable. The series is expected to appeal to a broad readership of scholars in the fields of education, psychology, sociology, and business who are interested in understanding the nature of stress and coping in education.
Call for Book Proposals
TOPICS OF INTEREST:
• Research on students, teachers, administrators, and/or caregivers
• Qualitative, quantitative, and mixed methods research designs
• Outcomes including educational attainment, health and wellness, and thriving in educational systems
• Research with diverse populations that informs disparities in education exacerbated by stress and trauma
• Stressors experienced by historically marginalized populations
• Impacts of COVID-19 stress and trauma on social/emotional development
• Technology as a source of stress and/or a resource during the pandemic
• Research on promising interventions that address the above topics
Volume proposals should include a brief CV and responses to the following (500 - 1000 words total):
• Who are the editors/authors?
• An outline of the overall objectives and significance of the book project in a detailed statement of purpose.
• If this is an edited volume, include a list of contributors/affiliations. Please indicate if this is a tentative list.
• Who is your audience for this book? (e.g., academic or professional, adoption potential or reference work)?
• How could the book be marketed (e.g., are there professional societies or SIGs that would be interested in this book)?
• How do you expect readers to make use of this book?
• How does the book extend current knowledge in your field of study?
• How does the project explore previously unrecognized or infrequently considered topics in the literature?
• What is the timeline to completion for the proposed volume?
TENTATIVE SCHEDULE FOR PUBLICATION:
Priority given to proposals received by June 1, 2023
Notification of invitations: Starts July 1, 2023
Anticipated timeline for book production
• Chapter drafts complete: December 2023
• Final draft of book: May 2024
• Final book submitted to publisher: August 2024
Inquiries and proposals should be sent to Chris McCarthy, email@example.com
Research on Teacher Stress
Implications for the COVID-19 Pandemic and Beyond2023
Christopher J. McCarthy, University of Texas at Austin; Richard G. Lambert, University of North Carolina at Charlotte
Higher Education for the People
Critical Contemplative Methods of Liberatory Practice2022
Maryann Krikorian, Loyola Marymount University
Mindfulness for Educational Practice
A Path to Resilience for Challenging Work2015
Gordon S. Gates, Washington State University
International Perspectives on Teacher Stress
Christopher J. McCarthy, University of Texas at Austin; Richard G. Lambert, University of North Carolina at Charlotte; Annette Ullrich, Baden-Württemberg Cooperative State University
Personality, Stress, and Coping
Implications for Education2011
Gretchen M. Reevy, California State University, East Bay; Erica Frydenberg, University of Melbourne, Australia
Toward a Broader Understanding of Stress and Coping
Mixed Methods Approaches2010
Kathleen M. T. Collins, University of Arkansas at Fayetteville; Anthony J. Onwuegbuzie, Sam Houston State University; Qun G. Jiao, Baruch College, CUNY
Emerging Thought and Research on Student, Teacher, and Administrator Stress and Coping
Gordon S. Gates, Washington State University; Mimi Wolverton; Walter H. Gmelch, University of San Francisco
Thriving, Surviving or Going Under
Coping with Everyday Lives2006
Erica Frydenberg, University of Melbourne, Australia
Understanding Teacher Stress in an Age of Accountability
Richard G. Lambert, University of North Carolina at Charlotte; Christopher J. McCarthy, University of Texas at Austin
- Christopher J. McCarthy
University of Texas at Austin
- Richard G. Lambert
University of North Carolina at Charlotte
- Adolescence and Education
- Advances in Service-Learning Research
- An Intersectional Approach to Counseling and Health
- Cognition, Equity & Society: International Perspectives
- Critical Constructions: Studies on Education and Society
- Current Social and Cultural Issues: Challenges and Solutions
- Family School Community Partnership Issues
- I Am What I Become: Constructing Identities as Lifelong Learners
- Issues in the Research, Theory, Policy, and Practice of Urban Education
- Research on African American Education
- Research on Religion and Education
- Research on Women and Education
- Urban Education Studies Series