"Keeping It Real" with an Emotional Curriculum

Autor/in	Storrs, Debbie
Titel	"Keeping It Real" with an Emotional Curriculum
Quelle	In: Teaching in Higher Education, 17 (2012) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2011.590976
Schlagwörter	Student Attitudes; Group Dynamics; Student Journals; Academic Ability; Emotional Disturbances; Emotional Intelligence; Emotional Response; Teaching Models; Teacher Effectiveness; Teaching Methods; Curriculum Enrichment; Group Discussion; Network Analysis; Expectation; Thinking Skills; Qualitative Research; Methods Courses + Suchen Sie Ihr Suchwort? Schülerverhalten; Gruppendynamik; Studentenzeitung; Gefühlsstörung; Emotionale Intelligenz; Emotionales Verhalten; Lehrmodell; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Gruppendiskussion; Netzplantechnik; Expectancy; Erwartung; Denkfähigkeit; Qualitative Forschung; Methodisch-didaktische Anleitung
Abstract	Students' emotions can significantly enhance or distract from learning. This paper details a case study of innovative pedagogy in which an "emotional curriculum" was central to my teaching. The analysis of student journals, on-line discussions, and metaphorical exercises revealed a vicissitude of emotions that stemmed from challenging course expectations and group dynamics. Attention to emotions enhanced my ability to address conflicts and to identify the role of affect in the development of students' academic abilities and identities. Despite the challenges of an "emotional curriculum", I invite others to attend to emotions to enhance the learning and teaching process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10