Rosemary E Sutton
Biographic Data
| ID | 1585415 |
|---|---|
| NAME | Rosemary E Sutton |
| GIVEN NAMES | Rosemary E |
| FAMILY NAME | Sutton |
| SIGNATURE | SUTTON R E |
| AFFILIATIONS | Cleveland State University |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 67 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 3 |
Emotional transmission in the classroom
In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2…
Teachers' Emotion Regulation and Classroom Management
This article describes a series of studies on teachers' attempts to modify the intensity and duration of their emotions, and how their emotions are expressed in the classroom. Among the important findings is that teachers practice emotion regulation because they believe it makes them more effective in management, discipline, and their relationships with students. Further, teachers are much more confident that they can communicate their positive e…
Emotions and Change During Professional Development for Teachers
Teaching is emotional, especially when teachers must change their practices. Past research on emotions and change in the general population has been predominately quantitative. Research about teachers' emotions, however, has been predominately qualitative. To draw on both these approaches, this mixed methods study examined 50 elementary teachers' emotions during eight workshops on the writing process, by using repeated questionnaires with scale a…
Emotional regulation goals and strategies of teachers
Teaching under High-Stakes Testing
In this article, the author reports on the curricular changes and testing focus that have occurred in her teaching since PRAXIS II: Principles of Learning and Teaching (PLT) tests were mandated in Ohio, where she teaches at an urban, open admissions, commuter university. Classroom dilemmas are analyzed as they relate to changes in assessments, curriculum content, and instructional strategies when teaching educational psychology to preservice teac…
Teachers' Emotions and Teaching
Urban Schools and the Clinton/Gore Technology Literacy Challenge
The Clinton administration has been characterized by numerous efforts to encourage the use of technology in public education, rooted in the conviction that such activities are a prerequisite for improvements in the econonomy, the environment, and the overall quality of life. Urban public schools face particularly difficult challenges to such technology implementation. The challenges include aged physical plants, extreme funding difficulties, high…
A developmental constructivist approach to pre-service teachers' ways of knowing
Advancing the Knowledge Base
Diverse Issues in Diversity
Teacher education and educational self-direction
Teachers' Emotion Regulation and Classroom Management
This article describes a series of studies on teachers' attempts to modify the intensity and duration of their emotions, and how their emotions are expressed in the classroom. Among the important findings is that teachers practice emotion regulation because they believe it makes them more effective in management, discipline, and their relationships with students. Further, teachers are much more confident that they can communicate their positive e…
Emotional regulation goals and strategies of teachers
Teaching under High-Stakes Testing
In this article, the author reports on the curricular changes and testing focus that have occurred in her teaching since PRAXIS II: Principles of Learning and Teaching (PLT) tests were mandated in Ohio, where she teaches at an urban, open admissions, commuter university. Classroom dilemmas are analyzed as they relate to changes in assessments, curriculum content, and instructional strategies when teaching educational psychology to preservice teac…
Emotions and Change During Professional Development for Teachers
Teaching is emotional, especially when teachers must change their practices. Past research on emotions and change in the general population has been predominately quantitative. Research about teachers' emotions, however, has been predominately qualitative. To draw on both these approaches, this mixed methods study examined 50 elementary teachers' emotions during eight workshops on the writing process, by using repeated questionnaires with scale a…
A developmental constructivist approach to pre-service teachers' ways of knowing
Advancing the Knowledge Base
Teacher education and educational self-direction
Diverse Issues in Diversity
A developmental constructivist approach to pre-service teachers' ways of knowing
Advancing the Knowledge Base
Urban Schools and the Clinton/Gore Technology Literacy Challenge
The Clinton administration has been characterized by numerous efforts to encourage the use of technology in public education, rooted in the conviction that such activities are a prerequisite for improvements in the econonomy, the environment, and the overall quality of life. Urban public schools face particularly difficult challenges to such technology implementation. The challenges include aged physical plants, extreme funding difficulties, high…
Teachers' Emotions and Teaching
Emotional regulation goals and strategies of teachers
Teaching under High-Stakes Testing
In this article, the author reports on the curricular changes and testing focus that have occurred in her teaching since PRAXIS II: Principles of Learning and Teaching (PLT) tests were mandated in Ohio, where she teaches at an urban, open admissions, commuter university. Classroom dilemmas are analyzed as they relate to changes in assessments, curriculum content, and instructional strategies when teaching educational psychology to preservice teac…
Emotions and Change During Professional Development for Teachers
Teaching is emotional, especially when teachers must change their practices. Past research on emotions and change in the general population has been predominately quantitative. Research about teachers' emotions, however, has been predominately qualitative. To draw on both these approaches, this mixed methods study examined 50 elementary teachers' emotions during eight workshops on the writing process, by using repeated questionnaires with scale a…
Emotional transmission in the classroom
In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2…
Teachers' Emotion Regulation and Classroom Management
This article describes a series of studies on teachers' attempts to modify the intensity and duration of their emotions, and how their emotions are expressed in the classroom. Among the important findings is that teachers practice emotion regulation because they believe it makes them more effective in management, discipline, and their relationships with students. Further, teachers are much more confident that they can communicate their positive e…
Psychology (10 works) · Pedagogy (9 works) · Mathematics education (7 works) · Teacher Education and Leadership Studies (7 works) · Social Psychology (5 works) · Political science (4 works) · Sociology (4 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Educational and Psychological Assessments (3 works)