<p> This research was designed as an autoethnographic study using the researcher's own reflections, observations, and experiences to determine if smaller high schools are better for inner-city students than a large high school learning environment. Autoethnography is increasingly used as a research method, pushing the boundaries of qualitative inquiry by focusing on a phenomenon in the life of the researcher as the central aspect of study (Fetterman, 2010). Based on interviews, student and teacher surveys, and personal journals and diaries, the study focused on my work as a teacher in a large inner-city high school in a California school district. The large high school was converted to three smaller schools in 2003. Told in vignettes that describe my perceptions and the perceptions of the other participants in my study regarding the conversion from large to small schools, selected stories document the factors that led to my conclusions. The key issue in this study, then, involved the perception of the stakeholders as to whether small schools were more advantageous for student success. </p><p> My study revealed some interesting facts about small schools. Small schools foster closer relationships between the adults and students and among the students themselves. As a result, students feel more engaged with the school community, and these close relationships are accompanied by greater mutual respect. It seems that it is difficult to be abusive to others who you know and value which the students themselves recognized. </p><p> For years, before the implementation of the small school concept, Clark High School's campus was riddled with crime. The student body lived in California, in an area plagued with violence and poverty and all the social ills that accompany this environment. Safety has always been an issue for parents, teachers, and students. I have clearly demonstrated that, when it comes to small schools, students in urban areas benefit from a safer environment. For example, I did not witness the number of fights or shootings that I did when Clark was a large school. Also, after Clark High School converted into three small schools, there was a decrease in student suspensions.</p>

Although there have been numerous studies on motivation in foreign language learning and on emotions in general education, little research in foreign language learning have focused on the relation between motivation and learners' emotions (Maclntyre, 2002), as this shift to the affective side of motivation has only recently been suggested. Thus, this study aims to contribute to the body of knowledge on how foreign language learning motivation is shaped by emotional experiences. In order to gain a better understanding of the emotional experiences originating during classroom instruction and their impact on foreign language learners' motivation, I carried out a qualitative study focusing on 18 students in an ELT programme in a Southeast Mexican university. Data was gathered through personal narratives, an Emotional Reactions Journal and semi-structured interviews. Analysis and interpretation of findings was done using a Grounded Theory approach in order to focus on the views of the participants themselves. Findings reveal the pervasive influence of emotional reactions on foreign language learners' motivation. Emotions, whether negative or positive, impact not only negatively but also positively. Emotional reactions reported by participants mainly originated from teachers' interpersonal skills and the classroom environment. Although participants in this study reported more negative than positive affective experiences, the outcomes of these experiences were positive. The Mexican socio-economic context played a crucial role in helping students transform negative experiences into learning and motivational strategies which proved to be beneficial, not only for their learning processes, but also for their personal development. The study highlights the crucial role language learners' emotional experiences have on their motivational behaviour and the significant influence teachers have on this. Recommendations for language teachers are offered so they can help foreign language learners minimise the negative impact of emotional experiences on their learning process, and promote positive emotions conducive to learning and energising learners' motivation.

Paper one: The use of coaching programmes is on the increase, including within the field of education. However critics have raised concerns regarding the limited research base concerning their use and the fact many models do not appear to be underpinned by a theoretical basis. One psychological approach to coaching used within the education sector are Solution Focused Approaches, with psychologists including Educational Psychologists taking on the role of ‘executive’ coaches. This paper explores the experiences of school staff and executive coaches involved in one such Solution Focused coaching programme delivered within schools. The paper focuses on exploring the impact of and relationship between contextual, process and outcome factors. Key findings included the fact school staff were not always clear about the aims and purpose of the coaching, that factors such as relationship building and increasing coachees’ sense of ownership were central processes within sessions and that measuring the outcomes of the coaching presented a range of challenges. Within the paper the findings are explore in relation to psychological perspectives including Self-determination theory. Paper two:Following the increased popularity and use of coaching approaches, including within the education sector there is evidence that training courses are being marketed to school staff wishing to implement peer coaching programmes ‘in-house’. Educational Psychologists (EPs) are one group of professionals involved in the delivery of such training and in supporting school staff in implementing coaching following training. This paper focused on exploring the experiences of school staff involved in a Solution Focused peer coaching programme, following training from EPs. Particular focus was placed on exploring the impact of and relationship between contextual, process and outcome factors. Key findings included evidence of potential challenges related to schools not commissioning follow up sessions after training and a perception that the peer coaching had resulted in improvements in OFSTED ratings. Implications for practice include the importance of EPs drawing on and sharing research literature regarding factors which may promote or inhibit changing practice and EPs supporting staff in developing outcome measures which can sit within a SF framework.

<p> As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students&rsquo; ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation&rsquo;s were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students&rsquo; ESI.</p>

<p> The current study seeks to validate a second-order, multifaceted model of engagement that contains a behavioral, an emotional, and a cognitive subtype as proposed by Fredericks, Blumenfeld, and Paris&rsquo; (2004), while also incorporating literature on student interactions. The second-order, 12-factor model proposed and tested for its validity partitioned engagement into the second-order constructs of academic and social engagement and examined each of the three engagement subtypes in relation to the interactions that students experience with their course material, with their classmates, and with their instructors/teaching assistants. Since the proposed model did not meet accepted standards of fit, the dataset was randomly split into two approximately equal halves and a follow-up exploratory factor analysis (EFA) was conducted on the first half of the dataset, which yielded a second-order, five-factor solution. The second-order academic engagement constructs that emerged from the EFA consisted of students&rsquo; behavioral, emotional, and cognitive engagement with their course material. In addition, two first-order factors emerged from the EFA, consisting of students&rsquo; emotional and cognitive engagement with their fellow students or classmates. </p><p> These constructs and relationships were consistent with the theory that drove the original proposed model, but differed slightly in their composition and relationship with one another. After establishing this empirical model through EFA procedures, the model was cross-validated on the second-half of the randomly split dataset and examined for invariance across students enrolled in online courses and students enrolled in traditional, in-person college courses, as well students from ethnically and economically diverse backgrounds. Latent mean comparisons revealed differences in levels of academic and social engagement between these three groups of students, suggesting that students enrolled in online courses and students from African-American and Latino/a ethnicities were slightly more academically engaged than their counterparts. However, students enrolled in online courses scored much lower than students enrolled in face-to-face courses on the social engagement measures, while students from African-American and Latino/a ethnic groups scored higher on the social engagement measures than did students from Asian and Caucasian ethnicities. Interestingly, no differences emerged between groups of students from lower and higher economic backgrounds.</p>

<p> The purpose of this study was to investigate the relationships between attachment style, shyness, shame, and college persistence and grade point average. While considerable research was conducted to examine these variables in children, less is known about how these variables interact in a college setting. This study used a quantitative, non-experimental correlational design to analyze these variables in relation to college freshman students at a for-profit university, with locations throughout the United States. Over 2,000 freshman students between 18 and 40 received e-mails via the university&rsquo;s communication department asking them to participate in this study by responding to three surveys. Participants completed The Experiences in Close Relationships to measure attachment style, the Cheek and Buss Shyness scale to measure shyness, and the Compass of Shame scale to measure shame. Persistence was measured by examining whether students were registered and attending classes the semester following the survey distribution. Students also completed a demographic survey. In all, 143 participants completed surveys, with a final sample of 99 once the data were analyzed for transfer credit and outliers. Results were examined using logistic regression analysis to determine relationships between attachment style, shyness, shame, and persistence. A multiple linear regression analysis was used to analyze relationships between the predictor variables and cumulative grade point average. Results of this study indicated that there were no significant relationships between the predictor variables and persistence and grade point average. A discussion of results explores possible explanations including recommendations for future research in regards to attachment style, shyness, shame and their impact on college student success.</p>

<p> Researchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school personnel focus more on academics than on these needs. When young children possess these skills, they can handle social/emotional challenges later in life. The purpose of this qualitative bounded case study was to explore school social workers&rsquo; (SWs) perspectives about resilience in EC settings. Research questions focused on knowledge of existing programs, participants&rsquo; perceptions of the successes and challenges of working with EC students, and their recommendations to improve EC students&rsquo; education. Bronfenbrenner&rsquo;s ecological systems theory and O&rsquo;Neill&rsquo;s and Gopnik&rsquo;s work on needs of young children informed this study. Five elementary school SWs with at least 6 years&rsquo; experience from 5 districts in the U.S. Midwest participated in 2 semistructured individual interviews. Interpretive phenomenological analysis, involving first-cycle, transition, and second cycle coding, was used to identify themes. SWs&rsquo; experiences indicated a need for a clear definition of resilience, and needs of young children, including EC programs that develop psychological resilience of children&rsquo;s thoughts and an increase in adults to promote resilience. Additional research may expand and enhance educators&rsquo; and families&rsquo; understanding of resilience and help develop research-based preventive programs and strategies to foster psychological resilience in young children. These endeavors may enhance positive social change by adding components of psychological resilience to EC programs for school personnel and students and in parent/family workshops, which may result in sound mental health practices that enable them to become productive members of society.</p>

<p> This study examined the experiences of collegiate, online, distance learners. This research developed an understanding of the dynamic interplay between students&rsquo; emotions and their experience of social presence within this unique learning environment. Through surveys and interviews, the research secured perspectives of the emotional and social climates in the learners&rsquo; experience of this evolving educational environment. The data were sorted based on themes from prior research exploring successful distance learning experiences. Analysis and synthesis of emergent themes, Likert scores, and percent agreement led to the development of a professional discussion, conclusions regarding the guiding research questions, and recommendations for future practice and study.</p>

<p> Gender, physiological states, self-regulation, and writing achievement in relation to student writing self-efficacy were examined using a mixed-method approach. Student writing self-efficacy, physiological states, and self-regulation were investigated through surveys and student interviews. Male and female students were selected from two northeast Georgia suburban high schools. Student achievement was measured from the Georgia Milestones test given to 11th grade Language Arts students. A 3 x 2 ANOVA was conducted to research the significance of gender, physiological states, self-regulation, and achievement with writing. Students were given two surveys on self-regulation and writing self-efficacy. </p><p> Findings revealed certain physiological states, such as how a student feels when writing, and self-regulation, how a student copes with these physiological states and how the student adjusts to overcome these obstacles significantly interact with one another. However, writing self-efficacy did not make a significant difference on writing achievement. Writing self-efficacy, physiological states, self-regulation, and writing achievement were gender neutral, meaning gender did not have a significant interaction or make a difference on the results of the surveys or achievement in writing through the Georgia Milestones. </p><p> This research was conducted so that findings could be of value to educators when teaching writing and help them understand the intrinsic value of writing, as well as to make educators aware of the physiological states students experience when writing, to help them better understand how students self-regulate when writing, and to demonstrate how this may play a role in writing achievement.</p>

<p> In the past decade, advocacy for theater arts programs in schools has increased. New research suggests that the application of theater arts in conjunction with academics provides many social-emotional benefits for students, including increases in empathy. Although there appears to be a strong link between theater and empathy, many previous experiments have focused their research on the experimental implementation of short-term programs or after school activities. In fact, few studies have explored the effects of theater education classes as part of an already existing curriculum. This mixed methods study investigated the relationship between levels of self-reported empathy and experience in a curriculum-based high school theater program. Specifically, differing degrees of affective and cognitive empathy were measured in students who have been exposed to a multi-year high school theater program versus peers with no theater experience. The study consisted of 75 students enrolled in a rural high school that offered a multi-year curriculum-based theater program. Results of this study indicated that high school students enrolled in the theater program displayed significantly higher levels of self-reported affective empathy across groups. However, no difference in cognitive empathy was found. Additionally, qualitative interviews implied that there is a unanimously positive attitude toward employing theater arts in the high school curriculum. Future implications for further research and practice are discussed.</p>