When Good People are Happy People: Looking at Emotional Expressivity of Student-Centered Junior High School Teachers

Persistent Link:
http://hdl.handle.net/10150/195365
Title:
When Good People are Happy People: Looking at Emotional Expressivity of Student-Centered Junior High School Teachers
Author:
Calhoun, Susan
Issue Date:
2007
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Learning emotional responsibility, including emotionally letting go, is an important part of the development of every teacher. When letting go is difficult, it can be helpful to have examples of people who have already matured. This study focuses on the emotional stance, or awareness, of eight effective student-oriented teachers. Sixteen different teachers, from six different middle schools were recommended by their principals as excellent classroom managers. From these, eight were chosen who demonstrated clear authority and a student-centered approach. These eight teachers were interviewed according to the Hilda Taba method for the Interpretation of Data (Maker and Schiever 2005). The questions were structured to help teachers consider their feelings and attitudes as causes of events. When the interviews had been transcribed, they were examined for common emotional dispositions. The dispositions found included those that orient teachers toward perspective taking, considering students to be their own authority, desiring relationships with students, having a positive attitude and being emotionally present. Implications for education include allowing students to determine a portion of their final evaluation.
Type:
text; Electronic Dissertation
Keywords:
Professional development; classroom management; teacher attitudes; moral identity
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Maker, C. June
Committee Chair:
Maker, C. June

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleWhen Good People are Happy People: Looking at Emotional Expressivity of Student-Centered Junior High School Teachersen_US
dc.creatorCalhoun, Susanen_US
dc.contributor.authorCalhoun, Susanen_US
dc.date.issued2007en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractLearning emotional responsibility, including emotionally letting go, is an important part of the development of every teacher. When letting go is difficult, it can be helpful to have examples of people who have already matured. This study focuses on the emotional stance, or awareness, of eight effective student-oriented teachers. Sixteen different teachers, from six different middle schools were recommended by their principals as excellent classroom managers. From these, eight were chosen who demonstrated clear authority and a student-centered approach. These eight teachers were interviewed according to the Hilda Taba method for the Interpretation of Data (Maker and Schiever 2005). The questions were structured to help teachers consider their feelings and attitudes as causes of events. When the interviews had been transcribed, they were examined for common emotional dispositions. The dispositions found included those that orient teachers toward perspective taking, considering students to be their own authority, desiring relationships with students, having a positive attitude and being emotionally present. Implications for education include allowing students to determine a portion of their final evaluation.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectProfessional developmenten_US
dc.subjectclassroom managementen_US
dc.subjectteacher attitudesen_US
dc.subjectmoral identityen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMaker, C. Juneen_US
dc.contributor.chairMaker, C. Juneen_US
dc.contributor.committeememberMcCaslin, Maryen_US
dc.contributor.committeememberGood, Tomen_US
dc.identifier.proquest2143en_US
dc.identifier.oclc659748070en_US
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