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ERIC Number: EJ723981
Record Type: Journal
Publication Date: 2005-Nov
Pages: 17
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Teachers' Sense-Making about Comprehensive School Reform: The Influence of Emotions
Schmidt, Michele; Datnow, Amanda
Teaching & Teacher Education: An International Journal of Research and Studies, v21 n8 p949-965 Nov 2005
The paper examines teachers' emotions in the process of making sense of educational reforms. We draw upon concepts from sociological theory and education to inform our framework for understanding how emotions, as a social construct, directly and indirectly, influence teachers' understandings. Using qualitative data gathered in a study of comprehensive school reform (CSR), we explain how teachers make sense of reforms within their school and classroom contexts and the emotions that arise in the process. Findings show that as teachers made sense of reforms at the school level, they attached little emotion to them; whereas, making sense of the reforms vis-a-vis their own classroom practice appeared to be a more emotional process for teachers. Implications for policy and practice are discussed.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada