Date of Degree

6-2017

Document Type

Dissertation

Degree Name

Ph.D.

Program

Urban Education

Advisor

Konstantinos Alexakos

Committee Members

Kenneth Tobin

Jennifer D. Adams

Subject Categories

Science and Mathematics Education | Teacher Education and Professional Development

Keywords

emotional climate (EC), emotional energy (EE), interaction rituals chains, event-oriented study, interpretive analysis

Abstract

It is difficult for students to learn and teachers to teach in today’s classroom environment especially when events involving strong emotional contradictions occur in classrooms. Such events may elicit emotions that negative affect, teaching, learning and wellness. Various studies show that high levels of negative emotions create stressful classroom environments, and that a positive Emotional Energy (EE) in the classroom encourages attentiveness, enthusiasm and interest. Therefore, it is highly likely that creating calm learning environments by ameliorating classroom participants’ emotional intensity and increasing their mindfulness and awareness will produce positive outcomes. Using both quantitative and qualitative measures this study examines participant-level, self-reported, Emotional Climate (EC) data variables that were collected from a Brooklyn College (BC) study of a preservice/inservice science teacher education program. Consistent with event-oriented inquiry this research identifies events of “what is happening” and “why it is happening” by analyzing video/audio recording files associated with the aggregate EC data.

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