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“There Are No Emotions in Math”: How Teachers Approach Emotions in the Classroom


by Meca Williams, Dionne Cross, Ji Hong, Lori Aultman, Jennifer Osbon & Paul Schutz — 2008


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Cite This Article as: Teachers College Record Volume 110 Number 8, 2008, p. 1574-1610
http://www.tcrecord.org ID Number: 15153, Date Accessed: 10/23/2017 12:28:48 AM
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About the Author
  • Meca Williams
    Georgia Southern University
    MECA WILLIAMS is an assistant professor of educational research methods at Georgia Southern University. She earned her doctorate from the University of Georgia in the Department of Educational Psychology, and her research interests include mixed-method research, African American education, home education, parental involvement, and student motivation. Recent publications include, with J. DeCuir-Gunby, “The Impact of Race and Racism on Students’ Emotions: A Critical Race Analysis” in Emotion in Education (Elsevier, 2007); and “Learning to Read Each Other: Black Female Graduate Students Share Their Experiences at a White Research I Institution” in Urban Review (2005).
  • Dionne Cross
    Indiana University, Bloomington
    DIONNE CROSS is an Assistant Professor in the Department of Curriculum and Instruction at Indiana University, Bloomington. She received her Ph.D. from the University of Georgia and M.A. from Wake Forest University. Her research interests are related to how motivation, beliefs, and emotion influence pedagogical practice, specifically in the area of mathematics education. Recent publications include, with P. A. Schutz, J. Y. Hong, and J. N. Osbon, “Teacher Identities, Beliefs, and Goals Related to Emotions in the Classroom” in Emotion in Education (Elsevier, 2007); and, with D. Mewborn, “Mathematics Teachers’ Beliefs and Their Link to Student Learning” in NCTM 2007 Yearbook: The Learning of Mathematics.
  • Ji Hong
    University of Oklahoma
    JI HONG is an Assistant Professor in the department of Educational Psychology at the University of Oklahoma. She received her Ph.D from University of Georgia in Athens, Georgia, and M.A. from Arizona State University in Tempe, Arizona. Her research interests include pre-service teachers' future self and goal setting, in-service teachers’ professional identity development, and their emotions and motivation. Recent publications include, with P. A. Schutz, D. I. Cross, and J. N. Osbon, “Reflections on Investigating Emotions Among Social-Historical Contexts” in Educational Psychology Review (2006); and, with P. A. Schutz, D. I. Cross, and J. N. Osbon, “Teacher Identities, Beliefs, and Goals Related to Emotions in the Classroom” in Emotion in Education (Elsevier, 2007).
  • Lori Aultman
    University of Georgia
    LORI AULTMAN is an assistant professor at the University of Georgia. She earned her doctorate from the University of Georgia in the Department of Educational Psychology, and her research interests include self-regulation, motivation, and college student learning. Recent publications: “An Unexpected Benefit of Formative Student Evaluations” in College Teaching (2006); and, with S. M. Glynn and A. M. Owens, “Motivation to Learn in General Education Programs” in the Journal of General Education (2005).
  • Jennifer Osbon
    University of Georgia
    JENNIFER OSBON is currently a Dual Diagnosis mental health therapist in Florida. She is finishing her master’s degree in educational psychology at the University of Georgia, and her research interests include motivation, emotions, psychopathology, and decision-making. Recent publications: with P. A. Schutz, D. I. Cross, and J. Y. Hong, “Reflections on Investigating Emotion in Educational Activity Settings” in Educational Psychology Review (2006); and, with P. A. Schutz, D. I. Cross, and J. Y. Hong, “ Teacher Identities, Beliefs, and Goals Related to Emotions in the Classroom” in Emotion in Education(Elsevier, 2007).
  • Paul Schutz
    University of Texas at San Antonio
    PAUL SCHUTZ is a professor in the Department of Counseling, Educational Psychology, and Adult and Higher Education at the University of Texas at San Antonio. He earned his doctorate from the University of Texas at Austin in the Department of Educational Psychology. His research interests include motivation, emotion, and research methodologies. Recent publications: with R. Pekrun, Emotion in Education (Elsevier, 2007); and, with J. Y. Hong, D. I. Cross, and J. N. Osbon, “Reflections on Investigating Emotion in Educational Activity Settings” in Educational Psychology Review (2006).
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