Understanding emotional climate : interaction rituals and cogenerative dialogue in a beginning science teacher's classroom
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Jennifer Oakley Thesis (PDF 9MB) |
Description
This doctoral study contributes to the growing body of research about classroom emotional climate. This study demonstrated that unsuccessful classroom interactions involving disruptive students perpetuated a cycle of non-membership in the classroom and further unsuccessful interactions. This cycle led to negative emotional energy and negative perceptions of classroom emotional climate for these students. However, introducing ongoing cogenerative dialogue where students experienced successful interactions with the classroom teacher, provided impetus for these students to transfer their membership of cogenerative dialogue into the classroom setting. This created a cycle of positive interactions, reaffirming their membership of the classroom group.
Impact and interest:
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| ID Code: | 102493 |
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| Item Type: | QUT Thesis (PhD) |
| Supervisor: | King, Donna T., Ritchie, Stephen M., & Lee, Kar-Tin |
| Keywords: | Cogenerative dialogue, emotional climate, interaction rituals, science teaching, emotional energy, mutual focus |
| DOI: | 10.5204/thesis.eprints.102493 |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Schools > School of Teacher Education & Leadership |
| Institution: | Queensland University of Technology |
| Deposited On: | 06 Jan 2017 03:50 |
| Last Modified: | 19 Oct 2017 14:44 |
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