Teachers' sense-making about comprehensive school reform: The influence of emotions

By Michèle J. Schmidt, Amanda Datnow. 2005

296 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9f2033ddee0b31c6a964f5cd688d0f9fbedf4586

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Citations in the corpus

The role of teacher emotions in change: Experiences, patterns and implications for professional development (2013, background): “Inevitably this process is accompanied by a range of emotional responses (Schmidt and Datnow 2005).”
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “In particular, teachers feel bad when reforms are characterized by conflict, change, and ambiguity (Schmidt and Datnow 2005).”
Teachers’ emotions in the reconstruction of professional self-understanding (2008, unknown): “Schmidt and Datnow (2005) incorporated sociological and educational theory to investigate the emotions teachers employ in making meaning out of specific educational reforms.”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “Existing studies have emphasized emotions as a significant and ongoing part of being a teacher (Day, Kington, Stobart, & Sammons, 2006 ; Hargreaves, 2001 ; Schmidt & Datnow, 2005 ; Zembylas, 2003 ).”
The interplay of possible language teacher selves in professional development choices (2013, background): “(PJ, 28 April 2010) Two paths, therefore, are likely possible: lack of teaching self-efficacy coupled with feelings of powerlessness (Schmidt & Datnow, 2005) and an absence of motivating future teacher selves – either negative or positive – ultimately leads to depression, decreased effort, and…”
Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective (2011, background): “Research on whole school renewal or comprehensive school reform has indicated that teachers need emotionally safe spaces for learning and growing (Beatty 2007), and they also need the emotional support to take reasonable risks without concern for potentially bad consequences ( Schmidt and Datnow 200”
It’s the little things: exploring the importance of commonplace events for early‐career teachers’ motivation (2009, background): “Affect has been shown to be critical factor in mediating the impact of reforms and school change (Nias, 1996 ; Schmidt & Datnow, 2005 ; Van Veen & Laski, 2005 ).”