This thesis comprises of a critical literature review and case study. The literature review considers, in detail, the theory underpinning emotional intelligence and emotional literacy. It begins by detailing the shift in UK Education policy, between 2000 and 2010 and considering academic research into non-cognitive aspects of education. A critical evaluation of two theories of emotional intelligence (ability theory and trait theory) is then presented and these theories are subsequently contrasted with the theory of emotional literacy, as outlined by Claude Steiner. The paper concludes by considering how each of the three theories discussed may impact upon research practice. The case study, which was completed in a city suburban primary school, is made up of two embedded units, the first uses interview to examine staff perceptions of emotional literacy. The second employs collaborative action research to consider whether emotional literacy can be used to promote organisational change. Data was analysed using thematic analysis and is presented together with discussion regarding staff perceptions of emotional literacy. The collaborative action research resulted in four identified changes in the school: development of practice and policy at lunchtimes; the introduction of elements of the SEAL curriculum; the establishment of a student council and a staff collaboration project. The mechanisms supporting these developments are discussed.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:556813 |
| Date | January 2010 |
| Creators | Gillum, James |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/1277/ |
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