This article reports on the development of a conceptual model of teacher emotion through a review of teacher emotion research published between 2003 and 2013. By examining 82 publications regarding teacher emotion, the main aim of the review was to identify how teacher emotion was conceptualised in the literature and develop a conceptual model to illustrate the findings. Interestingly, few papers explicitly defined ‘emotion’ or ‘teacher emotion’ but described the functions of emotion (such as providing information) and influences on emotion (such as personal characteristics), so these were also used to build the conceptual model. The literature also highlighted the complexities of emotion, with implications for how teacher emotion should be studied. The model proposed aims to clarify how emotion research has been conceptualised within education research contexts.

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Teacher Emotion Research: Introducing a Conceptual Model to Guide Future Research.

Teacher quality is recognised as a lynchpin for education reforms internationally, and both Federal and State governments in Australia have turned their attention to teacher education institutions: the starting point for preparing quality teachers. Changes to policy and shifts in expectations impact on Faculties of Education, despite the fact that little is known about what makes a quality teacher preparation program effective. New accountability measures, mandated Professional Standards, and proposals to test all graduates before registration, mean that teacher preparation programs need capacity for flexibility and responsiveness. The risk is that undergraduate degree programs can become 'patchwork quilts' with traces of the old and new stitched together, sometimes at the expense of coherence and integrity. This paper provides a roadmap used by one large Faculty of Education in Queensland for reforming and reconceptualising the curriculum for a 4- year undergraduate program, in response to new demands from government and the professional bodies.

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Preparing Quality Teachers: Making Learning Visible.

There has been a universal movement towards government-regulated standardisation and high-stakes assessment. In the United States, this has resulted in the No Child Left Behind Act (2001). Because of the predominant focus on high-stakes reading and writing assessments required by NCLB, teachers in the subject area of English/Language Arts (ELA) have been victims of increased expectations and regimentation, more so than most other content areas. Therefore, for teachers today, both in ELA and across the curriculum, NCLB is harming teachers, their practice and their long-term commitment to the teaching profession.

The Disheartened Teacher: Living in the Age of Standardisation, High-stakes Assessments, and No Child Left Behind (NCLB)

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Best leadership practices of turnaround K-12 administrators

NDSU FORWARD Initiative (Funded by the National Science Foundation ADVANCE Institutional Transformation Award HRD-0811239)

Mainstreaming critical disability studies: Towards undoing the last prejudice

High school teacher Megan Behrent reflects on the impact of Obama's election on the students in her high school classroom. Obliged to temper her students' joyful exuberance on the morning of November 5, 2008, Behrent found that the election fervor highlighted for her the ways that schooling under NCLB has constrained both educators and students, taking away teachers' freedom to teach and students' freedom to learn. In this essay, she examines the many ways in which the high-stakes testing industry punishes public school students and teachers, continually disenfranchising those who struggle to learn without adequate resources. While Obama's election may bring hope to learners of all ages, Behrent advises skepticism toward the changes education secretary Arne Duncan might bring, and she calls on teachers, families, and unions to collaborate in demanding the freedom to nurture true learning.

Reclaiming Our Freedom to Teach: Education Reform in the Obama Era

Abstract:Adrienne Rich writes in "Dreamwood" "poetry/isn't revolution but a way of knowing/why it must come" (Fact of a Doorframe 225). Here, and throughout her work, Rich argues for an understanding of poetry that is inextricably intertwined with a political analysis of the world and an urgent belief in the necessity of social change. While Rich is renowned as a poet of the Women's Liberation Movement (WLM), far less attention has been paid to her later political writing and the development of her political thought from radical feminism to Marxism. Drawing on published writing and archival research, this article traces the trajectory of Adrienne Rich's political thought after the WLM's decline, focusing on her articulation of a "politics of location" and her contributions to Marxism, which I argue are vastly underappreciated and essential to Rich's intellectual history and her political and poetic legacy in the twenty-first century.

Megan Behrent

Papers

Reclaiming Our Freedom to Teach: Education Reform in the Obama Era

"A Way of Knowing:" Adrienne Rich's Marxism & the Poetics of Revolution