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RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES

Caswell, Nicole I.

Abstract Details

2012, PHD, Kent State University, College of Arts and Sciences / Department of English.
Current response research focuses on teachers’ practices (Sommers, 1982; Connors & Lunsford, 1993; Straub, 1996) and reading processes (Zebroski, 1989; Sperling, 1994; Phelps, 2000; Edgington, 2005) pushing aside the emotional processes teachers experience when they read and respond to student writing. A fuller understanding of emotions helps explain how individuals behave in different ways, such as the ways in which writing teachers respond to student texts. This dissertation considers the cognitive and emotional process teachers undergo as they read and respond to student writing as a way to develop a holistic understanding of how and why teachers read. Using surveys, video, and audio recordings from think-aloud protocols of twelve teachers from a diverse, stratified sample, this study answers three research questions about what emotions teachers experience, what triggers those emotions and what actions teachers make based on those emotions. Drawing from response, emotion, and education research, I argue that teachers experience emotions while reading and responding to student writing and that reading and responding to student writing is a reoccurring emotional activity. Using multiple data sources, I develop an emotional reading framework accounting for the emotional experiences of teachers including triggers, actions, emotions and values. In addition to reading and responding to student writing as an emotional activity, I argue that what triggers teachers’ emotions relates to teachers’ values in student writing. Further data analysis suggests that the emotions teachers experience while reading and responding to student writing shapes teachers’ perceptions of their identity. If teachers experience joy, their identity as a successful educator is confirmed, and if teachers experience anger, their identity as a successful educator is challenged. This study offers the field a new way to understand and value how teachers’ emotions shape the ways that they read and respond to student writing.
Brian Huot, PhD (Committee Chair)
Pamela Takayoshi, PhD (Committee Member)
Sara Newman, PhD (Committee Member)
Kathy Adamle, PhD (Committee Member)
William Merriman, PhD (Committee Member)
241 p.

Recommended Citations

Citations

  • Caswell, N. I. (2012). RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622

    APA Style (7th edition)

  • Caswell, Nicole. RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES. 2012. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.

    MLA Style (8th edition)

  • Caswell, Nicole. "RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES." Doctoral dissertation, Kent State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622

    Chicago Manual of Style (17th edition)