Emotion and School: Understanding How the Hidden Curriculum Influences Relationships, Leadership, Teaching, and LearningMelissa Newberry, Andrea Gallant, Philip Riley Emotion and School: Understanding How the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning reports the history, developments, applications and possible future directions of relational and emotion-focused school research from North America, Asia-Pacific and Europe. It begins by scoping the field from both a psychological and sociological perspective. The chapters frame the key debates in the research literature while adding the unique perspective of experts from the field, before honing in on the school: the administration context, teacher context and student context. The book explores the contests within the field, including psychological and socio-cultural knowledges, individual and collectives, emotions as inputs/outcomes, and the false binary of emotions and rational thought. The middle sections of the book take these perspectives into the field to see how they operate in schools. First, methods for identifying and responding to emotion and relationships in schools are presented. Second, the positive and negative products of emotions and emotion work are outlined and their effects on relationships and school functioning are discussed. The book provides readers with new insights into the hidden curriculum. It offers new ways of working with emotion in a variety of relationships for positive outcomes: the selection and induction of teachers; the role of emotions in leading; emotional and emotion learning; and, the inter-relationship between emotions, school culture, classroom and staffroom dynamics. |
Contents
THE HIDDEN CURRICULUM ACROSS THE SCHOOL LANDSCAPE | 61 |
NAVIGATING THE HIDDEN CURRICULUM | 161 |
PAYING ATTENTION TO THE HIDDEN CURRICULUM | 227 |
THE TEACHING FANTASIA | 271 |
ABOUT THE CONTRIBUTORS | 279 |
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academic activities amygdala appraisal aspirant leaders associate teacher Australian beginning teachers behaviour Beijaard brain burnout challenges Clandinin classroom management CMCD cognitive colleagues Connelly context contract-like mechanisms coping cortisol Curriculum Influences Relationships dialogue display rules Distance Education education policy Educational Psychology Educational Research effects emotion regulation emotional exhaustion emotional intelligence emotional labour emotionally engage expectations feel Freiberg goals Hargreaves Hidden Curriculum Influences identity standards individual interactions interpersonal relationships involved Kelchtermans Kieschke knowledge communities learning environment learning to teach levels neuroplasticity OHSU one’s oxytocin perceptions perspective placement positive practice prefrontal cortex professional identity professional knowledge landscape programme Psychology reform relation relationships with students responsibilities role Schaarschmidt school climate school leaders self-regulated learning situation social contracts stories strategies stress surface acting teacher candidates Teacher Education teacher leaders teacher leadership teaching and learning Teaching and Teacher tensions types understanding University of Houston wellbeing Wornout