The US Department of Education projects that by the year 2030 the total English Learner (EL) population in US schools will exceed 40 percent. Currently, by the time ELs make it to high school, after 6 or more years in English Language Development (ELD) programs, the majority (59 percent), are Long Term English Learners (LTEL). LTEL students represent a variety of ethnicities and language groups, but the focus of this qualitative study is LTEL students who identify as Latino LTEL. The purpose of this qualitative study was to describe and explain recently graduated Latino LTEL's perceptions of the impact of their school's culture on their academic and affective acculturation. As schools look to improve the educational outcome of Latino EL, listening to voices of former LTEL as they share their high school experiences can provide insights into ways to support the affective learning needs, academic success, and acculturation of Latino EL. Through 10 in-depth interviews with former Latino LTEL and employing qualitative coding analysis, this research explored and analyzed recently graduated Latino EL's perceptions of the impact of school culture on their academic acculturation. Even though schools have for many years attempted to address the needs of their linguistically diverse students, the results of this study indicate that the participants' high schools did not do enough to support their academic and affective learning needs. This lack of support impacted participants' self-perceptions of themselves as learners. To bridge Latino LTEL acculturative gaps, the findings support the need for school cultures to address the affective learning needs of their bi-cultural and Latino EL.

本研究以一組香港初中學生為對象，透過建構小說教學融合情意教育的理論，設計有助青少年發展正向情意質素的閱讀教學課程作為干預策略，並結合質性和量性的研究方法，一方面以內容分析探討學生閱讀小說後的多篇相關寫作中反映的情意反應，瞭解這些反應在不同情意範疇的傾向；另一方面以個案研究結合敘事探究的方法，深入地探討這些情意反應的廣度與深度，和哪些元素與交流模式為本的中文課堂互動，對學生在課堂刺激下所產生的情意反應有關鍵作用；再輔以問卷分析，瞭解學生對交流模式的取態，和交流模式對學生情意發展的影響。 研究結果顯示學生以交流模式閱讀三本指定小說產生了情緒、審美、心靈、道德、人際、社會等多面向的情意反應，而以審美和心靈範疇的反應最多。此外，學生的情意內化程度平均介於「賦值」和「價值建構」之間。研究亦發現學生對交流模式的學習活動十分認同，對具有綜合策略的學習模式如「讀者劇場」的認同程度尤其明確。 綜合整個研究，可見學生的不同的先存經驗包括成長背景、性格特徵、閱讀經驗、社會文化的影響等，很大程度上影響著學生對文本的反應傾向和深度，但交流模式有助學生豐富其「接受圖式」，加強閱讀中「想像、詮釋、反省、感悟」等文藝心理活動，以致學生會調整其先存的「回應結構」，從而更能與小說滲透在不同情意範疇的「召喚結構」產生「同構」關係，因此有助促進學生的情意發展。 本研究填補了中國語文與文學教育融合情意教育在研究上的缺乏，和彌補了情意教育及相關研究在定義、範疇釐定、評量架構等方面的困難，透過建構源自Rosenblatt 的學生/讀者作為情意主體和文學作品情意內涵對應的「交流模式」，與修訂Krathwolh 等的情意評量模型，形成理論架構和研究工具，有效地探討少年學生以交流模式閱讀小說的細微經驗。研究者透過探究這些經驗的脈絡，以情意發展的視角予以詮釋、論述，呈現學生在研究過程中創造的意義——主體如何與小說交流通感而建構自我的意象。透過詮釋學生的自我敘說和情意成長經驗，研究者更得以進一步瞭解社會、教育的某些面貌，從而在語文和情意教育的本體論、知識論和方法論等層面提出反省和建議。 Little research has been done on affective education imparted in Chinese language education in Hong Kong. To fill the gap, this research intends to find out whether the affective quality of teens would be positively affected if reader-response protocol could act as a channel between the students and the text. Evaluation standards of affective domains and internalization levels derived from Krathwohl, Bloom & Masia (1964)’s “Affective Taxonomy” and Martin & Reigeluth (1999)’s affective stance have been constructed to categorize and assess students’ affective responses. On the other hand, “The Sun Set” by Shu Xiang-cheng, “The Lubing Flowers” by Zhong Zhao-zheng, and a translated novel “The Heaven Shop” by Deborah Ellis have been prescribed as reading materials for the students. The affective elements in these novels were figured out as tools for assessment and pattern matching. A reading group involved 13 Form two students was formed and an instructional programme was conducted within a school year. Students were expected to be able to have transactions with the text through instruction protocol and extended activities developed from the Transactional Model based on Rosenblatt’s reader-response theory. Data collected from different sources included students’ writings, drawings, in-depth interviews and questionnaires. Qualitative and quantitative methods comprised of narrative inquiry case studies, content analysis and questionnaire analysis were applied to examine students’ affective responses after reading the assigned novels. The research seeks to understand the depth and the breadth of students’ responses, the inclination of these responses in different affective domains, and what factors play key roles in stimulating students’ affective responses when interacting with Transactional Model-based reading lessons. Research results reveal that after reading the prescribed novels, students made positive affective responses in different domains consisted of emotional, aesthetic, spiritual, moral, interpersonal and social, mostly in aesthetic and spiritual domains. Their affective development tended to lie between “valuing” and “organization” internalization levels. It was also discovered that students strongly agree with learning activities developed from the Transactional Model, especially integrated strategies such as readers-theatre. It was found that the existing experiences of students significantly influence the inclination and depth of their responses to the novels. However, the Transactional Model could broaden their receptive schema, and encouraged their psychological activities when reading novels. In this way, students adjusted their responsive structure, making it isomorphous with the evocative structure of the novels, which permeated the different affective domains. As a result, reading experiences of involved students were internalized and affective development was enhanced to a satisfactory extent. This research addresses the gap between integrating Chinese language and literature education with affective education. The outcome of the research is expected to benefit Chinese language curricula by building an example showing how language learning can enhance students’ positive character building and affective growth. By interpreting students’ self narratives and affective development experiences, the researcher could delve deeper into the circumstances of the society and education, hence reflections and suggestions in terms of ontology, epistemology and methodology of Chinese language and literature education could be provided. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

The purpose of this qualitative study was to determine the nature of the response of ninth grade English students to a Relationship-driven Teaching Style. Explored was the effect of Relationship-driven Teaching Style on the academic and lived experiences of four ninth grade At-risk English students. Additionally, the study allowed room to study the nature of other areas of perceived growth that resulted from exposure to this affective style. This exploration was conducted in a rural junior/senior high school setting.Data collection employed: 1) Participant-observer field notes (researcher as primary instrument); 2) Reading, Writing, and Non-Verbal Behaviors as recorded on field notes by the participant-observer. (Inquiries were informal in nature, except for simplistic reading questionnaires); and 3) The Corporation made available archival records inclusive of a. NWEA (Northwest Evaluation Test Scores); and b. Corporation Pilot Study data from a reading study conducted the previous year. Students were observed a minimum of two times per week during the time-span allowed for this exploration.Use of the Constant/Comparative Method (Merriam, 1998; Yin, 2002) yielded the following thematic areas: 1) Self- efficacy; 2) Perceptions toward others and self; 3) Internal changes, such as attitudinal metamorphosis toward education; 4) Importance of family approval, 5) Personal responsibility and "trying;" 6) Mutual Respect; 7) Non-verbal and verbal communication; 8) Physical or emotional reactions; 9) Teacher Characteristics; and 10) Academic achievement (as connected to all other categories).Data were interpreted to discover impact of Relationship-driven Teaching on said students and effectiveness in light of instruments as well as lived experience in the home. It was found that three, of four participants, significantly enhanced achievement and personal affective responses to Relationship-driven Teaching Style. Small gains were made by the fourth student, attributed to lived experience. Relationship-driven Teaching Style was thought to be effective. / Department of Elementary Education

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-122). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 24, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Jeffrey P. Bakken, William C. Woodson, Charles B. Harris. Includes bibliographical references (leaves 214-240) and abstract. Also available in print.

The deseg regation of schools in the post-1994 era in South Africa has led to an exodus of African children from township schools to multicultural suburban and inner city schools. This migration places African children in a multicultural school environment where the dynamics pose challenges for coping and adaptation if these children are to succeed academically. The challenge is even greater for adolescents who are also wrestling with critical developmental issues of adolescence in their quest for identity development and consolidation. Goleman (1995: 34) asserts that in order to succeed in any aspect of living, an individual requires emotional intelligence. Likewise, African adolescents who attend school in multicultural environments need to be emotionally literate to cope successfully and to adapt to the demands of the new schooling environment. In the light of this assertion, this study aimed to determine the extent to which emotional intelligence mediates the identity development of African adolescents in multicultural schools. The five domains of emotional intelligence investigated in this respect were: self-awareness, self-regulation, self-motivation, empathy and effective relationships. Six schools were selected for the empirical investigation: three from the townships and three from the suburbs. 226 African adolescents from suburban and 240 from township schools participated: a total of 466 participants. The findings revealed that self-awareness, empathy and effective relationships play stronger mediating roles in the identity development of African adolescents in township schools while self-regulation plays a stronger mediating role for African adolescents in suburban multicultural schools. The two groups did not, however, differ significantly regarding the mediating role of self-regulation in their identity development. Further mediating roles of emotional intelligence to the identity development of African adolescents were investigated according to gender, stage of adolescence and a preferred language for learning and teaching. Finally, a model was proposed for developing empathy among African adolescents who attend schools in suburbs. / (D.Ed. (Psychology of Education))

Made available in DSpace on 2015-03-26T13:44:34Z (GMT). No. of bitstreams: 1 texto completo.pdf: 909585 bytes, checksum: efaf13f5d35d85e24a940c2882006e32 (MD5) Previous issue date: 2014-03-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Research studies on teaching practice and about the teaching/learning process have been exploring emotions for at least 30 years (ZEMBYLAS, 2003). According to Hargreaves (2000), the emotional dimension is one of the most important aspects of teaching. Zembylas (2003) argues that teacher emotions are related to their identities, beliefs and values, politics, relationship with students and co-workers and to teachers practice. Although studies about teachers emotions are well developed in the international context, research on this topic is still scant in Applied Linguistics in Brazil, as pointed out by Coelho (2011) and Candido Ribeiro (2012). The theoretical framework is based on studies about emotions (HARGREAVES 1998, 2000; ZEMBYLAS, 2003, 2004; O CONNOR, 2008; COELHO, 2011), mainly on the reflections of the Chilean biologist Humberto Maturana. In this self-study research (SAMARAS, 2011), I investigate my own emotions as an English teacher at a public school and try to answer the following research questions: (1) What are my emotions? How are they constructed? (2) What is the relationship between my emotions and actions in the school context? (3) How do my emotions inform my practice? Data were obtained through an emotion diary (ZEMBYLAS, 2004) and a critical friend memo (SAMARAS, 2011). The results have shown that my emotions of sadness, frustration and indignation were related to my practice, to the relationship with students and colleagues and to the school politics and culture, which led me to contradictory actions, in the first moment; and emotions of happiness, enthusiasm and hope, in a second moment. Moreover, results have also indicated the importance of reflection to transformations in the domains of action. / Pesquisas sobre a prática de professores e o processo de ensino/aprendizagem têm explorado questões de cunho emocional há pelo menos trinta anos (ZEMBYLAS, 2003). De acordo com Hargreaves (2000), a dimensão emocional é um dos aspectos mais fundamentais do ensino. Zembylas (2003) argumenta que emoções de professores estão relacionadas a fatores como sua identidade, suas crenças e valores, à política do contexto de trabalho, ao relacionamento com alunos e colegas de trabalho e à prática do professor. Embora estudos sobre esse tema sejam bem desenvolvidos no contexto internacional, investigações sobre emoções de professores na área da Linguística Aplicada no Brasil são ainda escassos, como apontam Coelho (2011) e Candido Ribeiro (2012). Baseando-me, nos pressupostos teóricos de Hargreaves (1998, 2000), Zembylas (2003, 2004), O Connor (2008) e Coelho (2011) e, sobretudo, nas reflexões do biólogo chileno Humberto Maturana (1996, 2001, 2002, 2009) sobre emoções, neste trabalho, investigo minhas emoções enquanto professora de inglês em uma escola pública. Para tanto, utilizo o tipo de pesquisa do autoestudo (SAMARAS, 2011) e busco responder às seguintes perguntas de pesquisa: (1) Quais são as minhas emoções e como elas são construídas? (2) Qual é a relação entre minhas emoções e ações no contexto da escola? (3) De que forma minhas emoções informam minha prática? Para responder a essas perguntas, utilizei como instrumentos de coleta de dados diário de emoções (ZEMBYLAS, 2004) e memorando da amiga crítica (SAMARAS, 2011). Os resultados apontaram para emoções de tristeza, frustração e indignação em relação à minha prática, à relação com alunos e colegas de trabalho, à política educacional e à cultura do contexto que me levaram a ações contraditórias em um primeiro momento e emoções de felicidade, entusiasmo e esperança em um segundo momento. Os resultados também revelaram para a importância da reflexão para transformações nos domínios de ação.

A dissertation submitted in fulfilment of the requirements for the degree Master in Communication Science at the University of Zululand, 2004. / In this dissertation the researcher uses cognitive science and communication science to develop an integrative motivational learning framework for teaching intermediate phase learners to solve problems in the subject domains of mathematical literacy, language literacy, natural science, economic and management sciences, social sciences, technology, arts and culture and life orientation within the South African Outcomes-based Education curriculum.

<p>Основна сврха овог рада је да препозна најзначајније теоријске поставке и<br />практичне педагошке моделе које је реформна педагогија понудила на пољу<br />интелектуалног и емоционалног васпитања, као и да укаже на оне које могу бити актуелне<br />и корисне за савремену педагогију.<br />Први део рада има за циљ да објасни историјски и теоријски оквир реформне<br />педагогије. Он истражује друштвено-историјски контекст у коме се реформна педагогија<br />развијала, укључујући утицаје великих филозофских система и учења и значајних научних<br />сазнања у области психологије и друштвених наука. Он анализира основне теоријске<br />поставке реформне педагогије, посебно истичући схватања концепта слободе и природе<br />детета као оквира у коме су дефинисани циљеви васпитања и из кога су развијени<br />педагошки приступи.<br />Други део рада односи се на то како реформна педагогија гледа на интелектуално и<br />емоционално васпитање и како види могућности и начине њихове реализације у школама.<br />Овде се истиче улога интеракције, комуникације и мотивације као одлика наставе која<br />подржава интелектуално напредовање и здраве емоционалне односе. Посебно су<br />анализиране три алтернативне школе које су настале из реформне педагогије, а које<br />представљају целовите и стабилне системе у којима је веза интелектуалног и<br />емоционалног васпитања обострана и чини основу целокупног система. То су Далтон<br />школе, Монтесори школе и Валдорф школе.<br />У трећем делу рада проучаване су савремене алтернативне школе, и то као наставак<br />тежњи реформне педагогије. Указано је на њихов допринос плурализацији образовања и<br />развијању модела интелектуалног и емоционалног васпитања у савременој педагогији који<br />доприносе и развоју традиционалних школа.<br />Показало се да је реформна педагогија повољну емоционалну климу видела као<br />подршку интелектуалном развоју, као и да је у интелектуалним способностима деце<br />препознала подстицаје за емоционално израстање. У раду се указује на теоријска,<br />организациона и дидактичка решења која се могу сматрати актуелним у савременој<br />педагогији, а која обухватају стварање позитивне емоционалне климе, повољне средине за<br />учење, могућности слободног избора, планирање времена, нове форме евалуације, значај<br />интересовања, мотивацију, развој метакогнитивних способности и друге</p> / <p>Osnovna svrha ovog rada je da prepozna najznačajnije teorijske postavke i<br />praktične pedagoške modele koje je reformna pedagogija ponudila na polju<br />intelektualnog i emocionalnog vaspitanja, kao i da ukaže na one koje mogu biti aktuelne<br />i korisne za savremenu pedagogiju.<br />Prvi deo rada ima za cilj da objasni istorijski i teorijski okvir reformne<br />pedagogije. On istražuje društveno-istorijski kontekst u kome se reformna pedagogija<br />razvijala, uključujući uticaje velikih filozofskih sistema i učenja i značajnih naučnih<br />saznanja u oblasti psihologije i društvenih nauka. On analizira osnovne teorijske<br />postavke reformne pedagogije, posebno ističući shvatanja koncepta slobode i prirode<br />deteta kao okvira u kome su definisani ciljevi vaspitanja i iz koga su razvijeni<br />pedagoški pristupi.<br />Drugi deo rada odnosi se na to kako reformna pedagogija gleda na intelektualno i<br />emocionalno vaspitanje i kako vidi mogućnosti i načine njihove realizacije u školama.<br />Ovde se ističe uloga interakcije, komunikacije i motivacije kao odlika nastave koja<br />podržava intelektualno napredovanje i zdrave emocionalne odnose. Posebno su<br />analizirane tri alternativne škole koje su nastale iz reformne pedagogije, a koje<br />predstavljaju celovite i stabilne sisteme u kojima je veza intelektualnog i<br />emocionalnog vaspitanja obostrana i čini osnovu celokupnog sistema. To su Dalton<br />škole, Montesori škole i Valdorf škole.<br />U trećem delu rada proučavane su savremene alternativne škole, i to kao nastavak<br />težnji reformne pedagogije. Ukazano je na njihov doprinos pluralizaciji obrazovanja i<br />razvijanju modela intelektualnog i emocionalnog vaspitanja u savremenoj pedagogiji koji<br />doprinose i razvoju tradicionalnih škola.<br />Pokazalo se da je reformna pedagogija povoljnu emocionalnu klimu videla kao<br />podršku intelektualnom razvoju, kao i da je u intelektualnim sposobnostima dece<br />prepoznala podsticaje za emocionalno izrastanje. U radu se ukazuje na teorijska,<br />organizaciona i didaktička rešenja koja se mogu smatrati aktuelnim u savremenoj<br />pedagogiji, a koja obuhvataju stvaranje pozitivne emocionalne klime, povoljne sredine za<br />učenje, mogućnosti slobodnog izbora, planiranje vremena, nove forme evaluacije, značaj<br />interesovanja, motivaciju, razvoj metakognitivnih sposobnosti i druge</p>

This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection