共查询到20条相似文献，搜索用时 750 毫秒
1.
Suzanne Mackenzie 《International Journal of Inclusive Education》2013,17(10):1067-1082
This article presents an analysis of data collected – by semi-structured interviews and focus groups – from staff working with children with special educational needs (SEN) in England. The analysis highlighted the role of strong emotions, and how participants (unsurprisingly) experienced these differently, largely according to their position in their careers. Teachers’ emotion work and emotional labour in their day-to-day roles were common and powerful themes within the respondents’ experiences. The article identifies the significance of the study for the particular emotional qualities needed to work with children with SEN. The impact of daily demands upon staff is demonstrated, and the article goes on to reflect on the limitations of research on emotions in education. It concludes by examining the emotional characteristics that appear to be essential for a career in SEN and notes the powerful affective demands on those who work in this area. 相似文献
2.
Sam Shields 《Teaching in Higher Education》2013,18(6):614-624
This paper explores the emotional responses that assignment feedback can provoke in first-year undergraduates. The literature on the link between emotions and learning is well established, but surprisingly research on the relationship between emotions and feedback is still relatively scarce. This article aims to make an additional contribution to this emerging field. Semi-structured interviews with 24 first-year undergraduate students from the Humanities and Social Sciences department in a post-1992 institution were conducted. The interview narratives identified how the emotional impact of feedback was related to: prior experiences of education, the significance participants attached to the feedback received on their first assignment and how their interpretations of feedback comments were linked to beliefs about themselves as learners. The implications of these experiences on student ‘belonging’ and learning are discussed. The underlying themes that emerged from the findings are the polarised emotions of anxiety and confidence. Based on the findings, the paper concludes by making recommendations for reconceptualising feedback on first-year assignments. It suggests that a holistic assessment approach, which incorporates timely feedback indicating if students are ‘on the right lines’ with low-stakes assignments, is a practice that may both reduce anxiety and increase confidence to support students. 相似文献
3.
Michalinos Zembylas 《Globalisation, Societies & Education》2012,10(2):163-179
This article is concerned with the emotional dynamics of transnationalism and migration and the impact on education. This impact is discussed in terms of how the movement of people involves complex emotional processes that have important consequences for educational policy, practice and research. The purpose of the author is to theorise how emotions in the context of an increasingly globalised world are significant in pedagogic terms. It is argued that there is need for more explicit attention on examining what the entanglement of transnationalism, migration and emotions implies for educators, students, parents and their communities. 相似文献
4.
Skip Trudeau Mike Hammond Drew Moser Danielle Eversole Austin Smith 《Christian Higher Education》2019,18(1-2):24-36
This article presents the preliminary findings of an ongoing Traditions Research Project (TRP) study on the impact of campus traditions on campus life within the context of Christian postsecondary institutions. In this initial phase, the researchers conducted 63 interviews with faculty, student development educators, and staff members, in addition to gathering data from 12 student focus groups at three institutional members of the Council for Christian Colleges & Universities. In the future, the researchers intend to identify several additional colleges that have tradition-rich environments in order to expand the qualitative database related to this topic. The initial process of data analysis identified three major themes, along with several subthemes, regarding the role of traditions in contributing to campus life. These themes provide valuable information regarding the characteristics of campus traditions, the important role they play in creating and maintaining campus culture, and the role of these events in the lives of participants and institutions. In addition to presenting and discussing the themes and subthemes, the authors provide implications for practice that may be helpful to higher education leaders as they seek to provide meaningful campus traditions that foster students’ holistic development. 相似文献
5.
Amidst increased research on mergers in higher education, studies addressing micro level processes are scarce and fragmented across disciplines: our aim is to systematically review existing studies, providing implications for research and practice. We grouped 21 studies from different countries under four themes: academic identity and self-image; cultural integration; staff reaction; teaching and research. Timing, status of institutions and staff, and disciplinary cultures apparently affect post-merger micro-level processes. Policy reforms might indirectly address micro-level processes following a merger, for example in a change of academic identities. Few studies investigated the impact of mergers on teaching and research activities. Studying merger consequences for academic core activities is complex, requiring a longer perspective involving students, staff and quantitative indicators. Longitudinal design in further studies might investigate changes from different angles and for different staff groups and students, exploring country differences in micro-level processes, applying a comparative design. Despite limitations, our review might inform the planning of merger processes regarding reactions at micro level.
相似文献6.
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers 总被引：4，自引：0，他引：4
Mei-Lin Chang 《Educational Psychology Review》2009,21(3):193-218
K-12 teaching is a profession characterized by high levels of burnout and emotional exhaustion. Teacher burnout has been widely reviewed and studied; however, only limited literature examines the emotional aspects of teachers’ lives and its connection with teacher burnout. The purpose of this article is to review the literature on teacher burnout and teachers’ emotions and to examine the role of teachers' appraisal of their emotional exhaustion. Through reviewing the literature on teacher burnout and emotions, I argue that the habitual patterns in teachers’ judgments about student behavior and other teaching tasks may contribute significantly to teachers’ repeated experience of unpleasant emotions and those emotions may eventually lead to burnout. In order to ease teacher burnout, I argue that more studies on the antecedent appraisals that teachers make are necessary to help teachers better understand how their emotions were triggered and then learn how to regulate those emotions. 相似文献
7.
《Africa Education Review》2013,10(2):208-223
Abstract This article examines how faculty and administrators of the newly merged institution, North-West University, understand issues of access and seek to foster an environment that enhances their achievement, given considerable reservations that are often associated with any organisational change process. In light of the reality that the merger between the two institutions – one historically white (advantaged), the pre-merger Potchefstroom University, and the other the historically black (disadvantaged), the pre-merger University of North West – is an involuntary arrangement ordered by the Minister of Education, how would the faculty and administrators of the newly merged organisation manage their competing, and in some cases conflicting, objectives to create a new institution whose mission aligns with national equity objectives? The perspectives illuminated by the participants in this study highlight the persistent tension between the historical values of these institutions and the national vision to attain access and equity. These tensions are evident in the three core themes that emerged from this study: 1) language and its impact on the culture of the post-merger institution; 2) the continuing impact of race in hiring decisions; and 3) access issues for students. While the government mandated this amalgamation in an effort to create an equitable, accessible post-merger university, three years into the merger process core elements of the pre-merger Potchefstroom University and University of North West (UNW) campuses are still firmly rooted. For all practical purposes, these are two campuses that share little beyond their common institutional name acquired after the merger and a common institutional executive administration team. 相似文献
8.
The paper reports the findings of an investigation into academic staff perceptions of a rapidly changing research work environment in UK university education departments. The study sheds light on the emotional landscape of an environment shaped by performance-driven change. Based on an integrated triplex framework of analysis, the study addresses the complex interrelationship between performativity, work-related emotions and collective research identities. The findings highlight concerns about the emotional impact of work intensification and barriers to collective research identities. However, there is also evidence of strong motivation and a performativity that is internally and intrinsically driven. The implications for research leaders are considered, both in terms of leadership strategy and the leadership of staff in building vibrant research cultures at a time of major change in the sector in response to global challenges and opportunities. 相似文献
9.
《Journal of Further & Higher Education》2012,36(1):108-115
This article focuses on an exploratory study, undertaken in 2009–2012, which explored student transitions from a foundation degree (level 5) into the third year of a BA honours degree (level 6). Direct entry students and staff from an early years programme at a post-1992 British university and second-year foundation degree students and staff from the corresponding foundation degree at nine dual-sector further education colleges took part and completed online questionnaires about their experiences (N = 156). A sample of students and staff (N = 20) was subsequently interviewed about themes that arose from the questionnaires. Three themes emerged: (1) the difference between studying at foundation degree and at honours degree level; (2) student emotions about progression and issues around personal identity (students spoke about ‘not being good enough’, ‘feeling guilty’ ‘not fitting in’ and ‘trying to balance it all’); and (3) ways in which the transition process could be improved upon, including building prior relationships between university staff and students and more information being made available. Our findings on the emotional nature of progression as well as the challenges that face personal identity offer significant contributions to the research literature. Furthermore, we suggest that improving the progression experiences of students is not only important in terms of retention and student experience but also in light of recent changes to student fee structures which may make foundation degrees more attractive to students. This could potentially increase the numbers of students progressing to university for the final year of their degree. 相似文献
10.
Paul H. Smith 《Cambridge Journal of Education》2019,49(2):163-179
Student-mothers who study vocationally related higher education programmes are a relatively under-researched group. Specifically, there is a paucity of research into the emotions that these learners experience. This article discusses a qualitative investigation that examined the emotional narratives that a group of vocational student-mothers offered. They were studying for a foundation degree for teaching assistants at a university in the North of England. The student-mothers were largely found to have experienced positive emotions. However, familial and workplace guilt had also been encountered. These emotions emanated from notions about how family and workplace time should be used. Student-mothers managed this cognitive dissonance by stressing the reciprocal relationships that existed between their studies, family lives and school work. However, for many of these learners familial and workplace guilt was a strong and continuing emotion. 相似文献
11.
Kelley Regan Anna Evmenova Pam Baker Marci Kinas Jerome Vicky Spencer Holly Lawson Terry Werner 《The Internet and Higher Education》2012,15(3):204-212
In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative. 相似文献
12.
The University of Eastern Finland was established through a merger at the beginning of the year 2010. The article focuses on the commitment of the personnel to the organization prior to and after the merger process. The data are based on 42 theme-interviews. The study discusses the merger and its impacts on the personnel’s commitment by analysing: (a) the interviews with members of staff, and (b) key intentions, messages and choices by the university management. The differences between the orientations and viewpoints of the personnel and university management will be discussed in relation to the changing operational environment of universities. Implications for the leadership in the context of a merger will be discussed, especially from the point of view of the impact of leadership and governance on research, teaching and learning. 相似文献
13.
Geoff Troman 《British Journal of Sociology of Education》2000,21(3):331-353
Stress is a widespread feature of work in teaching. Recent accounts of teacher emotions and cultures of teaching have noted that unsatisfactory social relationships with adults, e.g. colleagues, headteachers, parents and inspectors, elicit hostile emotions from teachers and appear to be a source of stress in teaching. This article examines why this should be the case. Some commentators have used labour process theory to argue that the intensification of work and government policies promoting managerialism in schools are the roots of the problem. This article uses qualitative data from a study of primary teacher stress to examine staff relationships in the primary school. It argues that while intensification of teachers' work is certainly involved in eroding positive staff relationships, it is also the changing trust relations in high modernity that are shaping the social relations of low-trust schooling, and impacting negatively on teachers' physical and emotional well-being and their collegial professional relations. 相似文献
14.
Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research 总被引：2，自引：0，他引：2
The purpose of this study is to review the limited literature on the emotional aspects of teachers' lives. First, a multicomponential perspective on emotions is described, then the existing literature on teachers' positive and negative emotions is reviewed and critiqued. Next is a summary of the literature suggesting that teachers' emotions influence teachers' and students' cognitions, motivation, and behaviors. Four areas for future research are proposed: management and discipline, adoption and use of teaching strategies, learning to teach, and teachers' motivation. An overview of research methods used in a multicomponential perspective on emotions is provided. This review draws on a variety of research literatures: educational psychology, social and personality psychology, educational sociology, and research on teachers and teaching. 相似文献
15.
Michael E. Bernard Raymond DiGiuseppe 《Journal of educational and psychological consultation》2013,23(3-4):333-355
This article provides an overview of the current theory and practice of rational-emotive behavioral consultation (REBC). Its purpose is to highlight for psychological and educational consultants the crucial role of consultee extreme, negative emotional reactions to adverse events in the consultation process. It is proposed that unless these emotional reactions are addressed in consultation, the effectiveness of consultation may be minimized. This article discusses the nature of irrational beliefs of consultees and reviews research that supports their relation with consultee emotionality. A variety of REBC techniques that consultants can use to encourage consultees to reduce their extreme emotions are presented. Consultants can teach consultees to identify and dispute irrational beliefs that are hypothesized to underlie extreme levels of anger, anxiety, and self-downing. A review of available research that examines the effects of REBC techniques including their use in staff development and parent education is presented. 相似文献
16.
Predicting teacher emotional labour based on multi-frame leadership orientations: a case from Turkey
Murat Özdemir 《Irish Educational Studies》2018,37(1):69-87
Human behaviours in organisations are closely associated with leadership styles. The main purpose of this study is to find out the relationship between teachers’ perception about multi-frame leadership orientations of principals and teachers’ emotional labour. The study is based on Bolman and Deal’s Four Frames Model, and, therefore, the Leadership Orientation Scale and Emotional Labour Scale are used. The participants of this research are 570 teachers. The teachers’ perceptions showed that school principals tend to mostly use political and structural frames. In addition, teachers consider themselves as having a high level of genuine emotions. It was also found that school principals’ leadership orientations are significant predictors of emotional labour. 相似文献
17.
情感智力是在传统智力研究存在着很多不足的背景下提出的主要是指个体监控自己及他人的情绪和情感,并炽别、利用这些信息指导自己的思想和行为的能力。为了提高儿童、青年的情感智慧,就必须对他们进行情感教育。 相似文献
18.
Wendy Hastings 《Teachers and Teaching》2013,19(5-6):497-513
Research in the field of emotions in relation to teaching is relatively new, but expanding. However, studies addressing the emotional dimension of preservice teacher education, particularly with respect to the role of school‐based teacher educators are currently under‐represented in the literature. This paper reports findings from a study focussed on the emotional dimension of the practicum for school‐based teacher educators as they support preservice teacher colleagues. It adopts a qualitative method informed by feminist post‐structural theory in an attempt to give meaning to teachers’ narratives of their personal responses to supporting a less than successful preservice teacher. The study investigates teachers’ shifting sense of agency throughout the experience as they work within apparently intersecting discursive frames. The case study reveals the depth of emotions experienced by teachers and examines the impact of the emotions on teacher identity. It appears that the tertiary sector has failed to recognise the emotional costs of such experiences and the associated needs of school‐based teacher educators. Finally, the paper asks in what ways can staff in universities work collaboratively with teachers to address the concerns being raised by a study such as this, as there appears to be a genuine need to assist teachers copes with the emotional outcomes of working with problematic preservice teachers. 相似文献
19.
20.
Children enter the world with simple emotions and gradually add complex feelings to their repertoire of skills. As children
grow and develop, they learn to label their emotions and regulate them in socially appropriate ways. Literature is one way
early childhood educators can foster healthy emotional development. This article explains how emotions develop during the
preschool years (3–5), shares why it is important for early childhood educators to understand the connection between emotional
and literacy development, and suggests books and strategies that can be used to enhance young children’s emotional and literate
lives. 相似文献