Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership

By A. Hargreaves. 2004

307 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/d76fe1c86530350790c22ce4a32495daeedefa1a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. F. Korthagen
2. A. Hoekstra
3. Christopher W. Day
4. Mei-Lin Chang
5. Gu Qing
6. Megan Boler
7. Diane Zorn
8. J. Hong

Citations in the corpus

• Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “This problem has been related to student teachers’ socialization processes as students in the school system (Hargreaves, 2004) and to the influence of the cognitive frameworks that abound in the teachers’ workplaces (Coldron & Smith, 1999; Lasky, 2005).”
• Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping (2013, background): “After more than a decade, there continues to be a lack of inquiry into emotions in teachers and education (Hargreaves 2004; Pekrun and Schutz 2007; Sutton and Wheatley 2003).”
• An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “The sources of frustration are mostly from factors outside the classroom: administrative work, externally mandated change or reformation, and conflicts between their teaching goals and the expectations from school administration (Golby 1996; Hargreaves 2004; Zembylas 2003).”
• Teacher Emotions: Well Being and Effectiveness (2009, background): “There is now a considerable body of research internationally which attests to the importance of emotion in teachers’ management of teaching and learning in classrooms ( Hargreaves 2004, 2005; Nias 1996; Schutz and Pekrun 2007; van Veen and Lasky 2005; Zembylas 2005).”
• Rethinking emotions and educational leadership (2007, background): “…terms, in ways that do not separate emotion and reason or private and public (Boler 1997, 1998, 1999, 2004, Beatty 2000a, 2000b, 2002b, Beatty and Brew 2004, Hargreaves 2000, 2001, 2004, Zembylas and Boler 2002, Boler and Zembylas 2003, Garrison and O’Quinn 2004, Zembylas and Vrasidas 2004).”