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Full-Text Articles in Education
Challenging Epistemologies Of Objectivity Through Collaborative Pedagogy: Centering Identity, Power, Emotions, And Place In Teacher Education, Camille Ungco, Rachel S. Snyder Bhansari, Manka Varghese
Challenging Epistemologies Of Objectivity Through Collaborative Pedagogy: Centering Identity, Power, Emotions, And Place In Teacher Education, Camille Ungco, Rachel S. Snyder Bhansari, Manka Varghese
Northwest Journal of Teacher Education
In this essay, we discuss how we have attempted to counter the ongoing dominance and (re)inscription of White supremacist, ableist, and settler colonial ways of knowing and being within an elementary teacher education program (TEP) through a consideration of identity and power, emotions and place-based pedagogy. Our approaches indicate means for regenerating and expanding upon marginalized epistemologies in TEPs, challenging curricular epistemicide, while our stories also indicate that these approaches and related ways of knowing are intertwined with our own identities, histories and felt experiences as well as challenges to our enactment of this work.
English Language Learners’ Perceptions Of Employing A Social Annotation Tool To Promote Peer Support, Engagement With The Text, And Reading Comprehension, Inanc Karagoz
USF Tampa Graduate Theses and Dissertations
International students in English-medium higher-education programs read various texts from different fields in English throughout their studies. Many students find reading for academic purposes less enjoyable which, in turn, has a negative effect on their engagement and reading comprehension. Collaboration through social annotation tools may transform the process of meaning-making into a social activity. The extant literature focuses on its impact on comprehension and learners’ attitudes. To add to the literature and understand remote learners’ experiences, I explored international students’ perceptions of employing a social annotation tool on promoting their peer interactions, reading engagement, and comprehension in a hybrid EAP …
Vaccine Hesitancy - When Emotions Trump Reason, Lawrence C. Scharmann
Vaccine Hesitancy - When Emotions Trump Reason, Lawrence C. Scharmann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Isn’t getting a vaccine a decision of choice or personal liberty? Yes, but only if personal choices don’t create health risks for other citizens. We no longer permit individuals to smoke in public spaces in which second-hand smoke can harm the health of others. In the case of COVID-19, at best, individuals whose choice it is not to be vaccinated slow progress toward herd immunity. At worst, if enough individuals choose not to vaccinate, this pandemic continues unabated, enabling variants of the original virus to emerge – variants that are often of increasing virulence. Fear of ingredients, however, is but …
A Student Conduct Administrator’S Journey To Wellness, Corie Amanda Marie Mccallum
A Student Conduct Administrator’S Journey To Wellness, Corie Amanda Marie Mccallum
Dissertations, Theses, and Capstone Projects
This dissertation research chronicles my experiences with emotions and learning as a student conduct administrator throughout the arduous process of investigating, becoming, and transforming by engaging sociocultural theory. Grounded in Authentic Inquiry (Tobin, 2006), this research centers my lived-experience and nuances the role of emotions in student affairs and especially student conduct practices. Throughout this dissertation I address themes surrounding reflexivity (Bourdieu, 1992), emotions (Turner, 2002) (Collins, 2004), and self-care. Each chapter is interpretive and impressionistic and represents my thinking as a researcher and conduct administrator. Throughout the chapters I narrate salient events and experiences in my student conduct practice …
The Impact Of Explicit Teaching Of Emotions In A Second Grade Classroom, Shaina Pine
The Impact Of Explicit Teaching Of Emotions In A Second Grade Classroom, Shaina Pine
Education Masters Papers
How can the explicit teaching of emotions affect student behavior and emotional problem solving? This action research project investigated how lessons using the explicit teaching model affected the ability for students to identify their own emotions, problem solve emotional responses, and use the process of affect labeling, or naming an emotion, to help students regulate their emotions within the classroom environment and beyond. Twenty-six second-grade students participated in daily emotional check-ins, explicit teaching lessons about twenty-five different emotions, and journal writing to reinforce emotional identification and problem-solving skills. A pre and post interview was used to assess students’ ability to …
Building Teachers’ Emotional Competence: A Transactional Training Model, Caroline Fulton
Building Teachers’ Emotional Competence: A Transactional Training Model, Caroline Fulton
Dissertations, 2014-2019
Classrooms are complex entities, where the emotions of students and teachers interact to influence learning, relationships, and students’ social emotional development. Teachers’ understanding of emotional processes within the classroom is critical to effective teaching, promotion of healthy child development, and attaining desired learning outcomes. Further, emotions have powerful consequences for teachers themselves. They affect teachers’ well-being, self-efficacy, and ultimately whether teachers remain in the profession or not. Therefore, teachers need skills to recognize and respond to emotional experiences in the classroom. In the present research project a set of emotional competences relevant to educational practices were developed. These competencies include …
Know(Ing) Thyself: Examining Complementary Practices Of Health And Wellness Through A Teacher's Standpoint, Ernest Andre Poole
Know(Ing) Thyself: Examining Complementary Practices Of Health And Wellness Through A Teacher's Standpoint, Ernest Andre Poole
Dissertations, Theses, and Capstone Projects
How do we know the nature of a thing; of a person? This is not just a compilation of skills, theories, methods, and methodologies but an examination of the various facets of a human being trying to make sense of a single human being: himself. The research presented here is an attempt to gain a better understanding of self through examination of emotions and how they are expressed, movement and how it brings forth and may hold the possibility of inner wellness, pain and its power as a common language, and the relationship between knowing and feeling. Burgeoning spirituality, self-worth, …
Teaching | Learning Is Emotional: Interpretive And Impressionistic Approaches To Exploring Emotions In Science And Science Teacher Education, Katelin Corbett
Teaching | Learning Is Emotional: Interpretive And Impressionistic Approaches To Exploring Emotions In Science And Science Teacher Education, Katelin Corbett
Dissertations, Theses, and Capstone Projects
This dissertation is a compilation of studies, on emotions in teaching and learning. My experiences as a teacher and student of physics have informed my perspective. These experiences as well as my role as a science teacher educator have contributed to my transformations. My work is interpretative and impressionistic. I attempt to address what is happening and why it is happening through my own interpretation, participant reflections, heuristic responses and dialogue with participants. My research community has also informed this work, as well as the preservice and inservice teachers that have participated in each of the studies. I consider this …
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Catalyst: A Social Justice Forum
English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.
Emotions And Casual Teachers: Implications Of The Precariat For Initial Teacher Education., Kathryn A. Jenkins, Jennifer Charteris, Michelle Bannister-Tyrrell, Marguerite Jones
Emotions And Casual Teachers: Implications Of The Precariat For Initial Teacher Education., Kathryn A. Jenkins, Jennifer Charteris, Michelle Bannister-Tyrrell, Marguerite Jones
Australian Journal of Teacher Education
It is the norm for the casual teaching precariat to experience insecure labour conditions requiring an additional skill set to teachers with stable employment. As more beginning teachers than ever before commence work in casual employment – often a tenuous and unsupported transition into the profession - it is beholden on teacher educators to re-think aspects of their preparation. Four teacher educators undertook ‘memory work’ based on their previous experiences as casual teachers. Content analysis of follow up focus group discussions stressed the emotional and challenging nature of casual teaching, for both novice and experienced teachers. Findings from this small …
Teacher Emotion And Learning As Praxis: Professional Development That Matters, Joanne Yoo, Don Carter
Teacher Emotion And Learning As Praxis: Professional Development That Matters, Joanne Yoo, Don Carter
Australian Journal of Teacher Education
This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective teaching. They revealed their emotional investment in their roles and their desires for meaningful practice in spite of pressures to abide by managerial practices. Researchers documented high levels of vulnerability, engagement and hope as participants engaged in writing as ‘praxis’ to experience their beliefs about effective pedagogy firsthand. These findings suggest that since teaching and …
Growing Ideas - Daily Transitions - Time For A Change, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Daily Transitions - Time For A Change, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Young children with and without disabilities experience many changes during their day. Daily transitions in early care and education programs take place during an activity, or when children move from one activity to another or one location to another. Transitions include the following: Arriving at or departing from a program; Exchanging toys; Entering or leaving a play area during free choice time; Cleaning up after morning activities and starting a group circle time; Getting dressed to go outside to play; and Shifting from playing with friends to working with a teacher/therapist on a particular skill. Thoughtful planning is needed so …
Growing Ideas - Shocking Language! - Swearing, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Shocking Language! - Swearing, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
When children swear, it is important to understand the hidden meaning behind those troubling words. As with any behavior, it is important to learn as much as you can about a child and what may be causing this swearing behavior. Young children usually do not know what the swear words mean, so what is the swearing behavior communicating? Is a child saying..."I am angry!" "This word makes people pay attention!" "I want to be like my favorite TV character!" "I need a friend!" or " I feel sick or hurt."
Growing Ideas - Friends & Feelings: Social-Emotional Development In Young Children, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Friends & Feelings: Social-Emotional Development In Young Children, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Social-emotional development involves the ability to form close, secure relationships and to experience, regulate, and express emotions. Social-emotional growth is affected by a variety of factors, such as an individual’s unique biology and temperament, as well as life experiences. “Social” refers to how individuals interact with others. “Emotional” refers to how individuals feel about themselves, others, and the world.
Discursive Tactical Negotiations Within And Across Literacy Coaching Interactions, Carolyn S. Hunt
Discursive Tactical Negotiations Within And Across Literacy Coaching Interactions, Carolyn S. Hunt
Theses and Dissertations
In this dissertation, the researcher employed de Certeau's theoretical insights into cultural production in everyday life to examine how literacy coaches and teachers discursively negotiated issues of identity, power, and positioning during coaching interactions. The study also explored how literacy coaches and teachers enacted emotions within these discursive negotiations of identity, power, and positioning; and how physical, social, and ideological spaces were shaped by and reflected in coaching interactions. Data were generated during a yearlong qualitative study of literacy coaches and teachers interacting within a mid-size, suburban district in the U.S. Midwest. The researcher used a microethnographic approach to discourse …