The Power of Emotional Factors in English Teaching

Power and Education

Volumn 1, Issue 1, 2009, Pages 57-70

  Cole, David R ^a  

^a UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84859716426     PISSN: None     EISSN: 17577438     Source Type: Journal    
DOI: 10.2304/power.2009.1.1.57     Document Type: Article

References (45)

1. Arnold R., (1991) Writing Development: Magic in the brain. Buckingham: Open University Press.
2. Cardiero-Kaplan K., (2004) The Literacy Curriculum and Bilingual Education: A critical examination. New York: Peter Lang.
3. Casti J.L., (1989) Nonlinear System Theory. New York: Academic Press.
4. Chevellard Y., (1991) Le Transposition Didactique: Du savoir savant au savoir enseigné. Paris: La Pensée Sauvage.
5. Cochran-Smith M., (2003) Learning and Unlearning: The education of teacher educators, Teaching and Teacher Education, 19, 5–28. http://dx.doi.org/10.1016/S0742–051X(02)00091-4.
6. Cole D.R., (2005) Education and the Politics of Cyberpunk, Review of Education Pedagogy and Cultural Studies, 27(2), 159–170. http://dx.doi.org/10.1080/10714410590963839.
7. Cole D.R., (2007a) Teaching Frankenstein and Wide Sargasso Sea Using Affective Literacy, English in Australia, 42(2), 69–75.
8. Cole D.R., (2007b) Techno-shamanism and Educational Research, Ashé: Journal of Experimental Spirituality. http://ashejournal.com/index.php?id=277.
9. Cole D.R., (2007c) Virtual Terrorism and the Internet E-Learning Options, E-Learning, 4(2), 116–127. http://dx.doi.org/10.2304/elea.2007.4.2.116.
10. Cope B., Kalantzis M., (1995) Productive Diversity: Organisational life in the age of civic pluralism and total globalisation. Sydney: Harper Collins.
11. Derewianka B., (1998) A Grammar Companion for Primary Teachers. Sydney: Primary English Teachers.
12. Doecke B., (2006) Teacher Quality: Beyond the rhetoric, in Doecke B., Howie M., Sawyer W., (Eds) Only Connect: English teaching, schooling and community, 195–209. Kent Town, SA: Wakefield Press (AATE).
13. Doecke B., Howie M., Sawyer W., (Eds) (2006) Only Connect: English teaching, schooling and community. Kent Town, SA: Wakefield Press (AATE).
14. Dowden T., Nolan P., (2006) Engaging Early Adolescent Students in their Learning Via Student-centred Curriculum Integration. Paper presented at the Australian Association for Research in Education Conference, November 26–30, Adelaide, Australia.
15. Eisner E., (1994) Cognition and Curriculum Reconsidered. New York: Teachers College Press.
16. Fairclough N., (1992) Discourse and Social Change. London: Polity Press.
17. Gee J.P., (2003) Literacy and Social Minds, in Bull G., Anstey M., (Eds) The Literacy Lexicon Second Edition, 3–15. Frenchs Forest, NSW: Pearson Education Australia.
18. Graham L., (2007) Done in by Discourse … or the Problem/s with Labelling, in Keefe M., Carrington S., (Eds) Schools and Diversity, 2nd edn, 46–65. Frenchs Forest, NSW: Pearson Education Australia.
19. Gubrium J.E., Holstein J.A., (Eds) (2002) Handbook of Interview Research: Context and method. Thousand Oaks, CA: Sage.
20. Hargreaves A., (1994) Changing Teachers, Changing Times: Teachers' work and culture in the postmodern age. New York: Teachers College Press.
21. Holland N.N., (1968) The Dynamics of Literary Response, 1st edn. New York: Oxford University Press.
22. Houtz J.C., Kroug D., (1995) Assessment of Creativity: Resolving a mid-life crisis, Educational Psychology Review, 7, 269–300. http://dx.doi.org/10.1007/BF02213374.
23. Keen S., (2006) A Theory of Narrative Empathy, Narrative, 14(3), 207–240. http://dx.doi.org/10.1353/nar.2006.0015.
24. Kress G., (2006) Reimagining English: Curriculum, identity and productive futures, in Doecke B., Howie M., Sawyer W., (Eds) Only Connect: English teaching, schooling and community, 31–42. Kent Town, SA: Wakefield Press (AATE).
25. Leach J., Moon R., (1999) Learners and Pedagogy. London: Paul Chapman.
26. Lyotard J-F., (1991) The Inhuman: Reflections on time, trans. Bennington G., Bowlby R., Cambridge: Polity Press.
27. Marshall B., (2000) The Unofficial Guide: Researching the philosophies of English teachers. London: Routledge.
28. Martin G., Hunter L., McLaren P., (2006) Participatory Activist Research (Teams)/Action Research, in Tobin K., Kincheloe J., (Eds) Doing Educational Research: A handbook, 123–148. Rotterdam: Sense Publishers.
29. Masny D., (2006) Learning and Creative Processes: A poststructural perspective on language and multiple literacies, International Journal of Learning, 12(5), 147–155.
30. McWilliam E., (2000) Stuck in the Missionary Position? Pedagogy and Desire in New Times, in O'Farrell C., Meadmore D., McWilliams E., Symes C., (Eds) Taught Bodies, 27–39. New York: Peter Lang.
31. Mellor B., Patterson A., (2004) Poststructuralism in English Classrooms: Critical literacy and after, International Journal of Qualitative Studies in Education, 17(1), 83–98. http://dx.doi.org/10.1080/0951839032000150248.
32. Mills K.A., (2005) Multiliteracies: Remnant discourses and pedagogies, in Proceedings of the ALEA/AATE Conference 2005: Pleasure, Passion, Provocation. Gold Coast, Queensland: ALEA/AATE Press.
33. Mills K.A., (2006) Critical Framing in Pedagogy of Multiliteracies, in Proceedings of the ALEA/AATE Conference 2006: Voice, Vibes, Visions. Darwin, Australia.
34. Muchmore J.A., (2001) The Story of Ana: A life history study of the literacy beliefs and teaching practices of an urban high school English teacher. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle.
35. Purcell-Gates V., (2004) Ethnographic Research, in Duke N.K., Mallette M.H., (Eds) Literacy Research Methodologies, 92–114. New York: Guilford Press.
36. Sawyer W., (2004) Seminal Books on English Teaching, in Sawyer W., Gold E., (Eds) Reviewing English in the 21st Century, 23–36. Melbourne: Phoenix Education.
37. Semetsky I., (2007) Deleuze, Education and Becoming. Rotterdam: Sense Publishers.
38. Shulman L.S., (1986) Those Who Understand: Knowledge growth in teaching, Educational Research Review, 57, 4–14.
39. Strauss A., Corbin J., (1998) Basics of Qualitative Research: Grounded theory procedures and techniques, 2nd edn. Newbury Park, CA: Sage.
40. Tann S., (1993) Eliciting Student Teachers' Personal Theories, in Calderhead J., Gates P., (Eds) Conceptualising Reflection in Teacher Development, 53–69. London: Falmer Press.
41. Tasmania Department of Education (2002) Essential Learnings: Learning together. Hobart: Tasmania Education Authority.
42. Tochan F., Munby H., (1993) Novice and Expert Teachers' Time Epistemology: A wave function from didactics to pedagogy, Teacher and Teacher Education, 9(2), 205–218. http://dx.doi.org/10.1016/0742–051 X(93)90055-L.
43. Upton P., (2005) Re-positioning the Subject: Trainee English teachers' constructions of grammar and English. PhD thesis, University of Nottingham. Retrieved from EDRS.
44. Varela F.J., Thompson E.T., Rosch E., (1993) The Embodied Mind: Cognitive science and human experience. Cambridge, MA: MIT Press.
45. Watt M.G., (2005) Looking back at Curriculum Change in Tasmania: Is the Essential Learnings Framework Promoting Successful Curriculum Reform? Paper presented at ‘Blurring the Boundaries: Sharpening the focus’, ACSA Biennial Conference, 21–23 September 2005, University of the Sunshine Coast. http://www.acsainc.com.au/content/watt_-_curriculum_change.doc (accessed 21 August 2008).