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https://hdl.handle.net/1959.11/17453
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Hardy, Joy | en |
local.source.editor | Editor(s): Lorraine Graham and Judith Miller | en |
dc.date.accessioned | 2015-06-12T10:57:00Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Bush Tracks: The Opportunities and Challenges of Rural Teaching and Leadership, p. 79-89 | en |
dc.identifier.isbn | 9789463000956 | en |
dc.identifier.isbn | 9789463000970 | en |
dc.identifier.isbn | 9789463000963 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/17453 | - |
dc.description.abstract | In 2003, Sutton and Wheatly reported that there was scant research on the role(s) of emotion in teachers' work, the impact of emotions on teaching and learning, and the effect(s) of the sociocultural context on teachers' emotions. Since then, however, there has been an increase in research interest and outputs in this area (Keller, Frenzel, Goetz, Pekrun, & Hensley, 2011). This paper briefly outlines major foci within the growing research corpus. The paper then introduces a new research perspective by analysing the integration of emotion-referenced language in teachers' talk. Specifically, the analysis examines the talk of fourteen teachers working in rural and regional schools in New South Wales, Australia. The teachers' talk was collected in interviews conducted as part of Bush Tracks Research Project. | en |
dc.language | en | en |
dc.publisher | Sense Publishers | en |
dc.relation.ispartof | Bush Tracks: The Opportunities and Challenges of Rural Teaching and Leadership | en |
dc.relation.isversionof | 1 | en |
dc.title | Affectual Language in Teachers' Talk | en |
dc.type | Book Chapter | en |
dc.subject.keywords | Education | en |
local.contributor.firstname | Joy | en |
local.subject.for2008 | 139999 Education not elsewhere classified | en |
local.subject.seo2008 | 939999 Education and Training not elsewhere classified | en |
local.identifier.epublications | vtls086752023 | en |
local.profile.school | School of Education | en |
local.profile.email | jhardy4@une.edu.au | en |
local.output.category | B1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20150505-161516 | en |
local.publisher.place | Rotterdam, Netherlands | en |
local.identifier.totalchapters | 11 | en |
local.format.startpage | 79 | en |
local.format.endpage | 89 | en |
local.contributor.lastname | Hardy | en |
dc.identifier.staff | une-id:jhardy4 | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:17668 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Affectual Language in Teachers' Talk | en |
local.output.categorydescription | B1 Chapter in a Scholarly Book | en |
local.search.author | Hardy, Joy | en |
local.uneassociation | Unknown | en |
local.year.published | 2015 | en |
local.subject.for2020 | 399999 Other education not elsewhere classified | en |
local.subject.seo2020 | 169999 Other education and training not elsewhere classified | en |
Appears in Collections: | Book Chapter School of Education |
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