Date of Degree
Jennifer D. Adams
Science and Mathematics Education | Teacher Education and Professional Development
emotional climate (EC), emotional energy (EE), interaction rituals chains, event-oriented study, interpretive analysis
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.
Komatsubara, Hiro, "Perspectives on Emotional Climate Associated with Classroom Interactions" (2017). CUNY Academic Works.
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