Dionne I. Cross

TL;DR: In this article, the authors investigate the relationship between mathematics teachers' beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students' learning.

TL;DR: In this article, the authors reflect an eclectic blend of, educational, psychological, and social historical approaches to inquiry on emotion and emotional regulation, and discuss their views on transactions among cognition, motivation and emotions, as well as the methods and methodologies that guide their inquiry on emotions in education.

TL;DR: The authors examined how teachers' internal psychological characteristics transact with external environments to produce emotions and found that these coping strategies were deeply connected to their individual psychological biographies, specifically their pedagogical beliefs and well-developed professional identity.

TL;DR: This article explored the relationship between learning gains, measured through pre-assessment and post assessment, and engagement in scientific argumentation and found that the argumentative structures, the quality of these structures, and the identities that students take on during collaborative group work are critical in influencing student learning and achievement in science.

TL;DR: In this article, the authors highlight teachers' experience related to emotional transactions during classroom events and highlight the importance of social-historical contextual web in the context of emotional transactions in the classroom.