<p> Teaching requires emotional work. Some days teachers experience positive emotions (joy, pride, hope) in conjunction with students learning new concepts or forming new relationships. Other days teachers experience negative emotions (frustration, annoyance, anger) in response to negative conflict between themselves and their students. The ability to interact with students, navigate emotions and appropriately express or suppress them can be challenging for educators. The <i>emotional labor</i> completed to express or suppress emotions based on job standards and norms (display rules) is explicitly studied in most service industries, but continues to be understudied in education. This paper provides a descriptive analysis of the emotional labor and emotional displays teachers experience during one specific portion of their workday, negative interactions with students. The study also describes teacher perceptions of and the training received for the emotional display rules (EDRs) necessary for such interactions.</p><p> Study participants included 26 teachers and teaching assistants from one Mid-Atlantic charter school. The educators completed a short demographic survey and a 45-minute in-person interview. Interviews included 15 open-ended questions detailing the descriptions of negative teacher-student interactions, subsequent emotional responses and any relevant training received during pre-service, professional development sessions or through personal research.</p><p> A review of the findings uncovered patterns in interactions, emotional displays and forms of training. Findings reveal that teachers experience emotional labor during negative teacher-student interactions in the absence of explicit display rules and training. Revealed sources of negative emotions for educators include: the interactions with students and the apparent lack of display rules and necessary emotion training. Teachers emphasized the need for training and explicit display rules.</p><p> Although there is a wealth of literature on emotional labor, it continues to be an area under studied in education. This paper adds to the current body of literature and includes implications and recommendations for practice and future research in the area of explicit display rules for educators. We must continue to research and define EDRs for educators and provide them with the appropriate pre-service training and professional development in order to help them successfully navigate the challenging emotional labor they experience daily.</p>

This study explores the relationship between major changes and time-to-degree at a large, public university in the Southeastern United States. In addition, it analyzes the effects of participation in True Colors workshops (a major decision-making intervention) on major changes and time-to-degree while controlling for competing explanations (i.e., demographic factors, GPA, major). While researchers have often suggested a link between major changes and enrollment beyond four years, they have not often studied this relationship. Moreover, researchers have not studied the effectiveness of True Colors major decision-making workshops on major changes and/or time-to-degree. Existing research establishes the negative effects of extended enrollment (e.g., shortage of institutional resources and workforce) and examines the interrelationship between student demographics, institutional selectivity, and time-to-degree. Additionally, researchers have found personality to be highly related to choice of major, and interventions by higher education professionals may be beneficial to students major decision-making process. Using a quasi-experimental research design, the researcher conducted bivariate and multivariate regression analyses to determine the relationship between major changes and time-to-degree, and the effect of participation in True Colors workshops on major changes and time-to-degree. The researcher found a significant positive relationship between major changes and time-to-degree after controlling for competing explanations (n=349; β=0.16; p≤ 0.01). The researcher also determined participation in True Colors workshops had no effect on major changes (n=684) or time-to-degree (n=351), even after controlling for competing explanations.

In the United States,the American College Test (ACT)is a standardized test that is used primarily as an indicator of college readiness and as a gauge for college admission. The governing bodies for Louisianas public schoolsThe Louisiana Department of Education (LDOE)and the Board of Elementary and Secondary Education (BESE)made the ACT a requirementeffective spring 2013for Louisianas public high school 11th grade students regardless of their postsecondary intentions. The primary purpose of this study was to ascertain from Louisiana high school seniors whether the Louisiana Department of Educations ACT mandate is perceived as a factor influencing their postsecondary decisions or affecting their postsecondary trajectory. A qualitative case study was used for this research. The cases were two Louisiana schools which were designated by the Louisiana Department of Education as economically disadvantaged. One economically disadvantaged school from two different school districts was included in this research. The study participants were seniors who participated in the mandatory ACT in the 11th grade and were at least 18 years of age. Six seniors from each schoolfor a total of twelve participantswere interviewed using semi-structured interviews. The interviews were conducted at the school site during normal school operation hours. Participants in this study indicated that the ACT mandate was not a determinant in their postsecondary decisions, in relation to what they wanted to do after high school. The participants, however, did indicate that their ACT outcomes were affecting their postsecondary education route or choices. All of the participants, except one indicated that they were planning to attend college, regardless of the ACT mandate. The participants perceived the attainment of a specific ACT score as an admission requirementto the institutions of their choiceas the factor affecting their postsecondary trajectories.

In this study, mens identity development among Resident Assistants (RAs) at Louisiana State University is investigated using a constructivist approach. Societal expectations of men tend to value hegemonic masculinity, which reinforces a drive for dominance, objectification, and high-risk behaviors (Edwards & Jones, 2009). Whereas, generative masculinity is characterized by a sense of responsibility, desire to give back, comfort with self, willingness to confront and break gender stereotypes, and the use of personal strengths to foster wellbeing (Badaszewski, 2014). Many characteristics of generative masculinity align with the Seven Cs of Social Change as described in the Social Change Model of Leadership Development. The Social Change Model is designed to describe how students cultivate leadership skills though service to others (Higher Education Research Institute, 1996). Resident Assistants (RAs) serve as mentors and role models to students living on campus, help to foster community amongst on-campus student residents, and enforce building security. For the purposes of this study, the researcher uses the Social Change Model of Leadership Development to examine how being a Resident Assistant contributes to the generative masculinity development of RA men.

This teacher-research project was implemented in an all-male eighth grade English Language Arts classroom in order to identify reader motivation, engagement, and identifying with a text through literature circles; utilizing reader response theory. The researcher wanted to discover if the pedagogical practice of literature circles was effective in motivating and engaging readers so that they could better identify with a text and their peers in a classroom setting. The researcher is defining reader response theory as an examination of the transaction between a reader and a text. To determine the effectiveness of these strategies, the researcher introduced a unit that incorporated literature circle roles and meetings three times a week for four weeks. During the unit, the researcher collected beginning, middle, and end-of unit surveys, semi structured interviews from the five groups, student writing assignments, and took observation notes. This study was conducted for approximately one month in an 8th grade English class in the southern region of the United States. This qualitative projects approach was to examine if a students cultural background affected how they identified with a text and intrinsic motivation, particularly with a text of their choice; utilizing the reader response theory. This study also evaluated the practices of literature circles in the all-male environment and its effects on reader engagement and collaboration.

This teacher-research project was implemented into a sophomore English Language Arts classroom in order to examine free writing as a writing strategy to encourage students interactions and cultivate community. The researcher wanted to discover if free writing was a strategy English teachers can implement to encourage collaboration and community amongst his or her students. This study was conducted approximately for one semester in an English II honors class in southern region of the United States. This project used a mixed-methods approach to determine if free writing is a strategy to encourage students interactions and cultivate community. To determine the effectiveness of this strategy, the researcher introduced a unit that incorporated a culminating task, which was a group project consisting of a 5-page paper, presentation, and debate. During the unit, the researcher collected beginning, middle, and end-of -unit surveys, interviewed selected students, collected student reflections, recorded observation notes, analyzed final papers, tracked students written journal writings, and collected a peer evaluation from all participants. The findings included free writing is effective in helping students express themselves, in my study free writing, in the time permitted, did not effectively translate into cultivating community or enhancing students academic writing styles.

The purpose of this quantitative, descriptive study was to gain perspective of Louisiana public school leaders perceptions of their levels of preparedness to effectively integrate technology into their schools as a major component of their educational program. This research was guided by two overarching questions: (1) What is the perceived technology leadership preparedness level of Louisiana public school leaders as measured by their responses to the 2009 ISTE NETS-A standards? (2) Are there significant differences in how school leaders self-report on NETS-A standards by BESE state region? Results of this study indicate that school leaders, throughout all eight Louisiana BESE state geographical regions, perceive themselves to be moderately competent and prepared to provide effective technology leadership in an increasingly technological learning context. One region significantly differed from the seven other regions, with participants consistently rating themselves higher than other regions on all six categories of educational technology leadership.

The purpose of this research was to examine teachers attitudes on the READ 180 scripted curriculum in six Southern Louisiana schools. The researcher wanted to evaluate the factors that impact teachers attitudes toward using the READ 180 scripted curriculum in todays classrooms. The study focused on teachers feelings, advantages and disadvantages of the READ 180 program, and how the program is being implemented. To discover teachers experiences with the READ 180 program the researcher conducted audio-recorded teacher interviews, recorded field notes during classroom observations, and collected documents from participating teachers. This study was conducted over the course of four months in which a qualitative research approach was utilized to determine that teachers enjoy the scripted curriculum, both advantages and disadvantages of using the READ 180 scripted curriculum are based on several factors, and how teachers implement practices impacts student learning.

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