Details
Methodological Advances in Research on Emotion and Education
|
160,49 € |
|
| Verlag: | Springer |
| Format: | |
| Veröffentl.: | 10.03.2016 |
| ISBN/EAN: | 9783319290492 |
| Sprache: | englisch |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
This volume presents different conceptual and theoretical
frameworks as well as research methods that have helped educational researchers
to study emotions. It includes innovative approaches that push the
methodological boundaries that have served educational researchers until now
and proposes new ways of researching emotions in educational contexts. In particular,
this edited volume provides a historical frame for studying emotions. It
connects theoretical/epistemological views with choice of research methods and describes specific
methods helpful in doing research on emotions as they are grounded in different
theoretical and disciplinary traditions such as psychology, philosophy,
sociology, history, political science, cultural studies, and feminist studies.
Finally, it appreciates the contextual and international dimensions of studying
emotions in education and contributes to ongoing debates about the implications
of our methodological choices for understanding emotion in education. This
combination of variety, timeliness, potential for transformation of the field,
and uniqueness make this a very valuable resource to introduce new scholars in
the field alongside established scholars.<p></p>
frameworks as well as research methods that have helped educational researchers
to study emotions. It includes innovative approaches that push the
methodological boundaries that have served educational researchers until now
and proposes new ways of researching emotions in educational contexts. In particular,
this edited volume provides a historical frame for studying emotions. It
connects theoretical/epistemological views with choice of research methods and describes specific
methods helpful in doing research on emotions as they are grounded in different
theoretical and disciplinary traditions such as psychology, philosophy,
sociology, history, political science, cultural studies, and feminist studies.
Finally, it appreciates the contextual and international dimensions of studying
emotions in education and contributes to ongoing debates about the implications
of our methodological choices for understanding emotion in education. This
combination of variety, timeliness, potential for transformation of the field,
and uniqueness make this a very valuable resource to introduce new scholars in
the field alongside established scholars.<p></p>
<p>I. Introduction.- 1. Introduction to Methodological Advances in Research on Emotion and Education, Michalinos
Zembylas and Paul A. Schutz.- II. Early Work and Reflections on Researching
Emotions in Education.- 2. Interview
with Megan Boler: From ‘Feminist Politics of Emotions’
to the ‘Affective Turn’, Megan
Boler (with Michalinos Zembylas.- 3. The
Emotional Dimension in Teachers’ Work Lives: A Narrative-Biographical
Perspective, Geert Keltchtermans.- 4. Using Self-Report to Assess Emotions
in Education, Reinhard Pekrun.- 5.
Understanding and Planning Emotions Research, Christopher Day and Belinda
Harris.- III. Affective Terrains While Conducting Research on Emotion in
Educational Contexts.- 6. Gauging the Affective: Becoming Attuned to Its Impact
in Education, Megan Watkins.- 7. Navigating
the Emotional Terrain of Research: Affect and Reason by Way of Imagination, Kathleen Gallagher.- 8. Contemplative
Engagement with Emotion: Embodied Strategies for Transformation and Change, Amy
Winans and Elizabeth Dorman.- 9. Emerging Emotions in Post-structural
Participant Ethnography in Education, Maija Lanas.- IV. Foregrounding Conceptual
and Theoretical Frameworks While Researching Emotion in Educational Contexts.- 10.
Emotions as Situated, Embodied, and Fissured: Methodological Implications of
Thinking with Theories, Candace Kuby.- 11. Emotion as Mediated Action in Doing
Research on Learning, Cynthia
Lewis and Anne Crampton.- 12.
Emotional Geographies and the Study of Education Spaces, Peter Kraftl.- 13.
Measuring Affect in Educational Contexts: A Circumplex Approach, Lisa
Linnenbrink-Garcia, Stephanie V. Wormington, and John Ranellucci.- 14. Where Race, Emotions and Research Meet:
Moving Towards a Framework of Race Critical Researcher Praxis.- Keffrelyn
Brown.- 15. A Political Ethics of Care Perspective in Researching Emotions, Vivienne
Bozalek, 16. Affect Theory and Judith Butler: Methodological Implications for
Educational Research, Michalinos Zembylas.- V.
Foregrounding Research Methods While Investigating Emotions in Educational
Contexts.- 17. Using Multiple and Mixed Methods to Investigate Emotions in
Educational Contexts, Paul A. Schutz, Jessica T. DeCuir-Gunby, and Meca R. Williams-Johnson.-
18. Interdisciplinary Research Methods Used to Investigate Emotions with
Advanced Learning Technologies, Roger Azevedo, Michelle Taub, Nicholas Mudrick,
Jesse Farnsworth, and Seth A. Martin.- 19. Assessing Academic Emotions via the
Experience Sampling Method, Thomas Goetz and Madeleine Bieg.- 20. `Exploring
Emotions at School with Children: Reflections on the Role of the Visual and Performative
in Engaging with Children’s Constructed and Embodied Meanings of Emotion, Lisa
Procter.- 21. Researching Emotion Through Oral Histories of Educational and
Personal Change: Memory and Teacher Narratives, Julie McLeod.- VI. A Future
Agenda for Research Methods on Emotions and Education.- 22. Where Do We Go From Here? Implications and Future Directions
for Research Methods on Emotion and Education, Paul A. Schutz and Michalinos Zembylas.</p>
Zembylas and Paul A. Schutz.- II. Early Work and Reflections on Researching
Emotions in Education.- 2. Interview
with Megan Boler: From ‘Feminist Politics of Emotions’
to the ‘Affective Turn’, Megan
Boler (with Michalinos Zembylas.- 3. The
Emotional Dimension in Teachers’ Work Lives: A Narrative-Biographical
Perspective, Geert Keltchtermans.- 4. Using Self-Report to Assess Emotions
in Education, Reinhard Pekrun.- 5.
Understanding and Planning Emotions Research, Christopher Day and Belinda
Harris.- III. Affective Terrains While Conducting Research on Emotion in
Educational Contexts.- 6. Gauging the Affective: Becoming Attuned to Its Impact
in Education, Megan Watkins.- 7. Navigating
the Emotional Terrain of Research: Affect and Reason by Way of Imagination, Kathleen Gallagher.- 8. Contemplative
Engagement with Emotion: Embodied Strategies for Transformation and Change, Amy
Winans and Elizabeth Dorman.- 9. Emerging Emotions in Post-structural
Participant Ethnography in Education, Maija Lanas.- IV. Foregrounding Conceptual
and Theoretical Frameworks While Researching Emotion in Educational Contexts.- 10.
Emotions as Situated, Embodied, and Fissured: Methodological Implications of
Thinking with Theories, Candace Kuby.- 11. Emotion as Mediated Action in Doing
Research on Learning, Cynthia
Lewis and Anne Crampton.- 12.
Emotional Geographies and the Study of Education Spaces, Peter Kraftl.- 13.
Measuring Affect in Educational Contexts: A Circumplex Approach, Lisa
Linnenbrink-Garcia, Stephanie V. Wormington, and John Ranellucci.- 14. Where Race, Emotions and Research Meet:
Moving Towards a Framework of Race Critical Researcher Praxis.- Keffrelyn
Brown.- 15. A Political Ethics of Care Perspective in Researching Emotions, Vivienne
Bozalek, 16. Affect Theory and Judith Butler: Methodological Implications for
Educational Research, Michalinos Zembylas.- V.
Foregrounding Research Methods While Investigating Emotions in Educational
Contexts.- 17. Using Multiple and Mixed Methods to Investigate Emotions in
Educational Contexts, Paul A. Schutz, Jessica T. DeCuir-Gunby, and Meca R. Williams-Johnson.-
18. Interdisciplinary Research Methods Used to Investigate Emotions with
Advanced Learning Technologies, Roger Azevedo, Michelle Taub, Nicholas Mudrick,
Jesse Farnsworth, and Seth A. Martin.- 19. Assessing Academic Emotions via the
Experience Sampling Method, Thomas Goetz and Madeleine Bieg.- 20. `Exploring
Emotions at School with Children: Reflections on the Role of the Visual and Performative
in Engaging with Children’s Constructed and Embodied Meanings of Emotion, Lisa
Procter.- 21. Researching Emotion Through Oral Histories of Educational and
Personal Change: Memory and Teacher Narratives, Julie McLeod.- VI. A Future
Agenda for Research Methods on Emotions and Education.- 22. Where Do We Go From Here? Implications and Future Directions
for Research Methods on Emotion and Education, Paul A. Schutz and Michalinos Zembylas.</p>
<div><p><b>Michalinos Zembylas</b> is Associate Professor of Educational Theory and Curriculum
Studies at the Open University of Cyprus. He is also <strong>Visiting Professor
and Research Fellow </strong>at the<b> </b><strong>Institute for
Reconciliation and Social Justice, </strong><em>University of the Free State, </em><em>South Africa. </em>He has written
extensively on emotion and affect in relation to social justice pedagogies, intercultural and peace education, human
rights education and citizenship education. His forthcoming book is titled <i>Emotion and Traumatic Conflict: Re-claiming Healing in Education</i> (Oxford, 2015).</p></div><div><p><b>Paul Schutz</b> is currently a
professor in the Department of Educational Psychology at the University of
Texas at San Antonio. His research interests include the nature of emotion,
emotional regulation, and teachers’ understandings of emotion in the classroom.
He is a past president for Division 15: Educational Psychology of the American
Psychological Association and a former co-editor of the <em>Educational
Researcher: Research News and Comment, a</em> lead journal for the
American Educational Research Association.</p></div>
Studies at the Open University of Cyprus. He is also <strong>Visiting Professor
and Research Fellow </strong>at the<b> </b><strong>Institute for
Reconciliation and Social Justice, </strong><em>University of the Free State, </em><em>South Africa. </em>He has written
extensively on emotion and affect in relation to social justice pedagogies, intercultural and peace education, human
rights education and citizenship education. His forthcoming book is titled <i>Emotion and Traumatic Conflict: Re-claiming Healing in Education</i> (Oxford, 2015).</p></div><div><p><b>Paul Schutz</b> is currently a
professor in the Department of Educational Psychology at the University of
Texas at San Antonio. His research interests include the nature of emotion,
emotional regulation, and teachers’ understandings of emotion in the classroom.
He is a past president for Division 15: Educational Psychology of the American
Psychological Association and a former co-editor of the <em>Educational
Researcher: Research News and Comment, a</em> lead journal for the
American Educational Research Association.</p></div>
This volume presents different conceptual and theoretical
frameworks as well as research methods that have helped educational researchers
to study emotions. It includes innovative approaches that push the
methodological boundaries that have served educational researchers until now
and proposes new ways of researching emotions in educational contexts. In particular,
this edited volume provides a historical frame for studying emotions. It
connects theoretical/epistemological views with choice of research methods and describes specific
methods helpful in doing research on emotions as they are grounded in different
theoretical and disciplinary traditions such as psychology, philosophy,
sociology, history, political science, cultural studies, and feminist studies.
Finally, it appreciates the contextual and international dimensions of studying
emotions in education and contributes to ongoing debates about the implications
of our methodological choices for understanding emotion in education. This
combination of variety, timeliness, potential for transformation of the field,
and uniqueness make this a very valuable resource to introduce new scholars in
the field alongside established scholars.</p>
frameworks as well as research methods that have helped educational researchers
to study emotions. It includes innovative approaches that push the
methodological boundaries that have served educational researchers until now
and proposes new ways of researching emotions in educational contexts. In particular,
this edited volume provides a historical frame for studying emotions. It
connects theoretical/epistemological views with choice of research methods and describes specific
methods helpful in doing research on emotions as they are grounded in different
theoretical and disciplinary traditions such as psychology, philosophy,
sociology, history, political science, cultural studies, and feminist studies.
Finally, it appreciates the contextual and international dimensions of studying
emotions in education and contributes to ongoing debates about the implications
of our methodological choices for understanding emotion in education. This
combination of variety, timeliness, potential for transformation of the field,
and uniqueness make this a very valuable resource to introduce new scholars in
the field alongside established scholars.</p>
<p>First volume examining the impact of methodological choices on researching emotion</p><p>Discusses methodological complexities involved in doing such research</p><p>Synthesizes perspectives from different methodological and theoretical traditions</p><p>Includes supplementary material: sn.pub/extras</p>
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