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Record Nr. |
UNINA9910452369903321 |
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Autore |
Newberry Melissa |
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Titolo |
Emotion in Schools [[electronic resource] ] : Understanding How the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning |
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Pubbl/distr/stampa |
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Bradford, : Emerald Group Publishing Limited, 2013 |
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ISBN |
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Descrizione fisica |
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1 online resource (304 p.) |
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Collana |
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Advances in Research on Teaching ; ; v.18 |
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Altri autori (Persone) |
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GallantAndrea |
RileyPhilip |
PinnegarStefinee |
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Disciplina |
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Soggetti |
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Educational psychology |
Emotions |
Learning, Psychology of |
Teacher-student relationships -- Psychological aspects |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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FRONT COVER; EMOTION AND SCHOOL: UNDERSTANDING HOW THE HIDDEN CURRICULUM INFLUENCES RELATIONSHIPS, LEADERSHIP, TEACHING, AND LEARNING; COPYRIGHT PAGE; CONTENTS; LIST OF CONTRIBUTORS; TESTIMONIALS; PREFACE: THE DAY OF JUDGMENT; PART I: UNDERSTANDING THE HIDDEN CURRICULUM OF EMOTIONS; THE ENCHANTED LOOM; FEELING OUR EMOTIONS; BASIC EMOTIONS; NEUROPLASTICITY; RESONANCE; EMOTIONAL STYLES; CONCLUSION; REFERENCES; THE DEMAND OF MULTIPLICITY IN THE CLASSROOM: EMOTION REGULATION AND COGNITIVE LOAD; EMOTION AND EMOTION REGULATION; PROCESSES OF EMOTION REGULATION; EMOTIONS AND TEACHING |
COMPOUNDING ISSUESCONCLUSION; REFERENCES; EMOTIONS IN EDUCATION POLICY: A SOCIAL CONTRACT ANALYSIS OF ASYMMETRICAL DYADS AND EMOTION; EMOTIONS IN EDUCATION POLICY; FIELD-BASED SOCIAL CONTRACTS; CONTRACT-LIKE MECHANISMS; THE RELAY OF EMOTIONAL REGULATION; NOTE; |
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REFERENCES; PART II: THE HIDDEN CURRICULUM ACROSS THE SCHOOL LANDSCAPE; ORGANISATIONAL POSITION AND SOCIAL-PROFESSIONAL RELATIONSHIPS IN SCHOOLS: AN EXPLORATORY STUDY OF TEACHER LEADERS' WORK LIFE IN FLANDERS; UNRAVELING THE COMPLEXITY OF TEACHER LEADERSHIP; TEACHER LEADERS' WORK LIFE IN FLANDERS; FINDINGS; CONCLUSIONS; REFERENCES |
THE EMOTIONAL LABOUR OF THE ASPIRANT LEADER: TRAVERSING SCHOOL POLITICSEMOTIONAL LABOUR AND SCHOOL DISPLAY RULES; EMOTIONAL LABOUR; CLASH OF WORK GOALS; IMPLICATION FOR IDENTITY; REGROUPING, RECOVERY AND RESOLUTION; DISCUSSION AND CONCLUSION; LIMITATIONS; NOTE; REFERENCES; LIFE ON SCHOOL LANDSCAPES: TEACHERS' EXPERIENCES, RELATIONSHIPS AND EMOTIONS; EDUCATION, EXPERIENCE AND STORY; NARRATIVE INQUIRY AND TEACHER STORIES; TEACHERS' EMOTIONAL AND RELATIONAL EXPERIENCES ON THE PROFESSIONAL KNOWLEDGE LANDSCAPE OF SCHOOLS; SERIAL INTERPRETATION; ACKNOWLEDGEMENTS; NOTE; REFERENCES |
LEARNING TO TEACH AND THE FALSE APPRENTICESHIP: EMOTION AND IDENTITY DEVELOPMENT DURING THE FIELD EXPERIENCE PLACEMENTLEARNING THROUGH OBSERVATION; IDENTITY, EMOTION AND LEARNING TO TEACH; THE CHALLENGE OF LEARNING FROM EXPERIENCES IN TEACHER EDUCATION PROGRAMMES; DISCUSSION; CONCLUSIONS; REFERENCES; THE INTERPERSONAL DIMENSION IN THE CLASSROOM: A MODEL OF TEACHERS' INTERPERSONAL ROLE IDENTITY, APPRAISAL AND TEACHER-STUDENT RELATIONSHIPS; INTERPERSONAL ROLE IDENTITY, APPRAISALS AND TEACHER EMOTIONS IN THE CLASSROOM: A MODEL; INTERPERSONAL IDENTITY STANDARD |
TEACHERS' APPRAISALS OF CLASSROOM SITUATIONSTENSIONS OR DILEMMAS IN TEACHERS' IDENTITY STANDARDS; REFERENCES; PART III: NAVIGATING THE HIDDEN CURRICULUM; SELF-CONSCIOUS EMOTION: HOW TWO TEACHERS EXPLORE THE EMOTIONAL WORK OF TEACHING; THE COGNITIVE-EMOTIONAL CONNECTION IN TEACHING; TEACHING AS EMOTIONAL WORK; SELF-CONSCIOUS EMOTION - CASE STUDIES; CASE STUDY ONE: PASSION VERSUS PERFECTION (LUCY); CASE STUDY TWO: INSECURITIES VERSUS. CONFIDENCE (SALLY); CONCLUSION; REFERENCES |
TECHNOLOGY-MEDIATED CARING: BUILDING RELATIONSHIPS BETWEEN STUDENTS AND INSTRUCTORS IN ONLINE K-12 LEARNING ENVIRONMENTS |
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Sommario/riassunto |
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The book differs from other books on emotions in teaching by acknowledging all relationships within the complex system of schools and the ways that emotion influences the relationship and practice of the those working within schools- administration, teacher-peer, teacher- student, and veteran- novice. |
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