This edited book examines some of the current inquiry related to the study of emotions in educational contexts. There has been a notable increased interest in educational research on emotions. Emotion in Education represents some of the most exciting and current research on emotions and education, and has the potential to impact research in this area. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a "must-have" resource for academics in the fields of education, educational psychology, emotion psychology, cultural psychology, sociology, and teacher education. The chapters have been written for scholars in the area, but authors also wrote with graduate students in mind. Therefore, the book is also be a great volume for graduate seminars. - Provides in-depth examination of emotions in educational contexts - Includes international roster of contributors who represent a variety of disciplines - Represents a number of different research approaches

For more than a decade, there has been growing interest and research on the pivotal role of emotions in educational settings. This ground-breaking handbook is the first to highlight this emerging field of research and to describe in detail the ways in which emotions affect learning and instruction in the classroom as well as students’ and teachers’ development and well-being. Informed by research from a number of related fields, the handbook includes four sections. Section I focuses on fundamental principles of emotion, including the interplay among emotion, cognition, and motivation, the regulation of emotion, and emotional intelligence. Section II examines emotions and emotion regulation in classroom settings, addressing specific emotions (enjoyment, interest, curiosity, pride, anxiety, confusion, shame, and boredom) as well as social-emotional learning programs. Section III highlights research on emotions in academic content domains (mathematics, science, and reading/writing), contextual factors (classroom, family, and culture), and teacher emotions. The final section examines the various methodological approaches to studying emotions in educational settings. With work from leading international experts across disciplines, this book synthesizes the latest research on emotions in education.

Written by an experienced team of practitioners and scholars, this text attempts to fill the gap in texts that specifically address the needs of Learning Disabilities (LD) students in the socioemotional and mental health domains. By providing a foundational understanding of some of the salient issues facing students with learning disabilities, we hope to empower all of those who are working to ensure their success by providing the particular challenges that LD students and their families may face, and strategies and best practices for building creativity, resiliency, prosocial behavior, and positive mental health. As a practitioner and family-oriented text, this book seeks to offer a truncated review of relevant literature followed by suggestions to guide practice.

For more than a decade, there has been growing interest in the role of emotions in academic settings. Written by leading experts on learning and instruction, Emotions at School focuses on the connections between educational research and emotion science, bringing the subject to a wider audience. With chapters on how emotions develop and work, evidence-based recommendations about how to foster adaptive emotions, and clear explanations of key concepts and ideas, this concise volume is designed for?any?education course that includes emotions in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.

Language Education and Emotions presents innovative, empirical research into the influence of emotions and affective factors in language education, both in L1 and in foreign language education. It offers a comprehensive overview of studies authored and co-authored by researchers from all over the world. The volume opens and ends with "backbone" contributions by two of the discipline’s most reputed scholars: Jane Arnold (Spain) and Jean-Marc Dewaele (United Kingdom). This book broadens our understanding of emotions, including well-known concepts such as foreign language anxiety as well as addressing the emotions that have only recently received scientific attention, driven by the positive psychology movement. Chapters explore emotions from the perspective of the language learner and the language teacher, and in relation to educational processes. A number of contributions deal with traditional, school-based contexts, whereas others study new settings of foreign language education such as migration. The book paints a picture of the broad scale of approaches used to study this topic and offers new and relevant insights for the field of language education and emotions. This book will be of great interest to academics, researchers and postgraduate students in the field of language education, psycholinguistics, sociolinguistics, and applied linguistics.

A new field of research in education is emerging known as emotional intelligence. This book showcases the many contributions that emotional intelligence can make to education and to the wellbeing of schools as social communities. This book recognises the changing role of the teacher and acknowledges the new skills and ways of understanding that are required to deliver education in contemporary society and within the context of the ongoing development of the teacher. A number of approaches within the emotional intelligence field are explored in this book so as to enable readers to better understand the diverse needs of the student.

"Emotions are at the core of the educational enterprise but their role is mostly left unexamined. This book explores the role of emotions across students, teachers, and school leaders. It showcases current theoretical and empirical research on emotions in educational settings conducted in the Asian context. The book consists of three parts, namely, emotions in learning, emotions in teaching, and emotions in leadership. These chapters cover different levels from students (e.g., school, university), to teachers (e.g., pre-service, in-service), and to school leaders (e.g., middle-level teachers, principals). Samples are recruited from a wide range of Asian contexts (e.g., Hong Kong SAR, Macau SAR, Mainland China, Singapore, and the Philippines). Collectively, the authors use a variety of methods ranging from quantitative to qualitative approaches and demonstrate innovative theoretical work that pushes the boundaries of emotions research forward"--