Citations (71)
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Denise Buchanan, Eleanore Hargreaves & Laura Quick. (2023) Schools closed during the pandemic: revelations about the well-being of ‘lower-attaining’ primary-school children. Education 3-13 51:7, pages 1077-1090.
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Stephen Camilleri & Amanda Bezzina. (2023) Adopting the circle pedagogy – relatedness, autonomy and competence. Pastoral Care in Education 41:4, pages 449-472.
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Emma McMain. (2023) The “Problem Tree” of SEL: A Sociopolitical Literature Review. The New Educator 19:2, pages 146-167.
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Georgina Stephens. (2023) “It’s because of community meeting:” toward a responsive reconceptualization of social emotional learning. Educational Action Research 31:2, pages 230-247.
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Taeyeon Kim. (2023) What is the meaning of educational leadership in a time of policy engineering?. International Journal of Leadership in Education 26:1, pages 37-53.
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Sally Hester, Lisa Moran & Elizabeth Richards. (2022) Reimagining Children's Behaviour and Behaviour Management “Otherwise”: A Critical Commentary on the English Early Years Foundation Stage (EYFS). Child Care in Practice 28:3, pages 305-320.
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Maija Lanas, Eva Bendix Petersen & Kristiina Brunila. (2022) The discursive production of misbehaviour in professional literature. Critical Studies in Education 63:3, pages 355-370.
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Stephanie Hardley, Shirley Gray & Ruth McQuillan. (2021) A critical discourse analysis of Curriculum for Excellence implementation in four Scottish secondary school case studies. Discourse: Studies in the Cultural Politics of Education 42:4, pages 513-527.
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Peter Wood. (2020) Emotional manipulation in social and emotional learning and pastoral support: the ‘dark side’ of emotional intelligence and its consequences for schools. Emotional and Behavioural Difficulties 25:3-4, pages 321-333.
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Eve Mayes. (2020) Student voice in school reform? Desiring simultaneous critique and affirmation. Discourse: Studies in the Cultural Politics of Education 41:3, pages 454-470.
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Sarah Benesch. (2020) Emotions and activism: English language teachers’ emotion labor as responses to institutional power. Critical Inquiry in Language Studies 17:1, pages 26-41.
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Peter Wood. (2020) Emotional Intelligence and Social and Emotional Learning: (Mis)Interpretation of Theory and Its Influence on Practice. Journal of Research in Childhood Education 34:1, pages 153-166.
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Merav Aizenberg & Izhar Oplatka. (2019) From professional isolation to effective leadership: preschool teacher-directors’ strategies of shared leadership and pedagogy. Teachers and Teaching 25:8, pages 994-1013.
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Maija Lanas & Kristiina Brunila. (2019) Bad behaviour in school: a discursive approach. British Journal of Sociology of Education 40:5, pages 682-695.
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Marie Caslin. (2019) ‘I have got too much stuff wrong with me’ – an exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system. Emotional and Behavioural Difficulties 24:2, pages 167-180.
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Clare Rawdin. (2019) Critical realism with a ‘small-c’: using domain theory to conceptualize therapeutic education. Journal of Critical Realism 18:2, pages 123-141.
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Joanna Higgins & Raewyn Eden. (2018) Cogenerated understandings of mindfulness-based breathing in elementary mathematics classrooms. The Journal of Educational Research 111:6, pages 678-689.
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Brendan Bartram. (2018) University students and emotional bargaining: a comparative study of staff perspectives in Northern Europe. Research in Post-Compulsory Education 23:2, pages 266-283.
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Sofia Kvist Lindholm. (2017) Students’ reproduction and transformation of norms incorporated into a programme for social and emotional learning. Ethnography and Education 12:3, pages 294-310.
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Sara Bahia, Isabel P. Freire, Maria Teresa Estrela, Anabela Amaral & José António Espírito Santo. (2017) The Bologna process and the search for excellence: between rhetoric and reality, the emotional reactions of teachers. Teaching in Higher Education 22:4, pages 467-482.
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Rhiannon Evans. (2017) Emotional pedagogy and the gendering of social and emotional learning. British Journal of Sociology of Education 38:2, pages 184-202.
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Lisa K. Maguire, Ulrike Niens, Mark McCann & Paul Connolly. (2016) Emotional development among early school-age children: gender differences in the role of problem behaviours. Educational Psychology 36:8, pages 1408-1428.
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Carol Vincent, Sarah Neal & Humera Iqbal. (2016) Children’s friendships in diverse primary schools: teachers and the processes of policy enactment. Journal of Education Policy 31:4, pages 482-494.
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K. Ecclestone & C. Rawdin. (2016) Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings. Cambridge Journal of Education 46:3, pages 377-393.
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Janean Robinson & John Smyth. (2016) ‘Sent out’ and Stepping Back In: stories from young people ‘placed at risk’. Ethnography and Education 11:2, pages 222-236.
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Kathryn Ecclestone & Kristiina Brunila. (2015) Governing emotionally vulnerable subjects and ‘therapisation’ of social justice. Pedagogy, Culture & Society 23:4, pages 485-506.
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Brendan Bartram. (2015) Emotion as a Student Resource in Higher Education. British Journal of Educational Studies 63:1, pages 67-84.
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Kathryn Ecclestone & Lydia Lewis. (2014) Interventions for resilience in educational settings: challenging policy discourses of risk and vulnerability. Journal of Education Policy 29:2, pages 195-216.
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Lisa Procter. (2013) Emotions, power and schooling: the socialisation of ‘angry boys’. Journal of Political Power 6:3, pages 495-510.
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Michael Singh, Jo-Anne Reid, Kathryn Bown, Diane Mayer & Ninetta Santoro. (2013) Teacher education, research and the renewal of critique. Asia-Pacific Journal of Teacher Education 41:1, pages 1-6.
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John Smyth & Peter McInerney. (2013) Making ‘space’: young people put at a disadvantage re-engaging with learning. British Journal of Sociology of Education 34:1, pages 39-55.
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Barbara Crossouard. (2012) Pupil mortification: digital photography and identity construction in classroom assessment. British Journal of Sociology of Education 33:6, pages 893-911.
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Kathryn Ecclestone. (2012) From emotional and psychological well-being to character education: challenging policy discourses of behavioural science and ‘vulnerability’. Research Papers in Education 27:4, pages 463-480.
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Val Gillies & Yvonne Robinson. (2012) ‘Including’ while excluding: race, class and behaviour support units. Race Ethnicity and Education 15:2, pages 157-174.
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Kathryn Ecclestone. (2011) Emotionally‐vulnerable subjects and new inequalities: the educational implications of an ‘epistemology of the emotions’. International Studies in Sociology of Education 21:2, pages 91-113.
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Barry Down, Anna Sullivan, Neil Tippett, Bruce Johnson, Jamie Manolev & Janean Robinson. What is missing in policy discourses about school exclusions?. Critical Studies in Education 0:0, pages 1-19.
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Elaine Bowes, Sue McAndrew & Donna Peach. The lived experiences of pastoral staff employed in social, emotional, and mental health (SEMH) secondary schools: a narrative exploration. Pastoral Care in Education 0:0, pages 1-20.
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Elizabeth Finlayson Harris & Erin Feinauer Whiting. (2024) Embodied place in disembodied space: The emotional geography of online classrooms. Emotion, Space and Society 50, pages 100988.
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Sarah Benesch & Matthew T. Prior. (2023) Rescuing “emotion labor” from (and for) language teacher emotion research. System 113, pages 102995.
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Ceri Brown & Michael Donnelly. (2020) Theorising social and emotional wellbeing in schools: a framework for analysing educational policy. Journal of Education Policy 37:4, pages 613-633.
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Caroline T. Clark, Alyssa Chrisman & Suzanne G. Lewis. (2022) (Un)Standardizing Emotions: An Ethical Critique of Social and Emotional Learning Standards. Teachers College Record: The Voice of Scholarship in Education 124:7, pages 131-149.
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Xiaoqiang Zheng, Fang Ping, Yangzhu Pu, Yulin Wang, Carlos Enrique Montenegro-Marin & Osamah Ibrahim Khalaf. (2021) Recognize and regulate the importance of work-place emotions based on organizational adaptive emotion control. Aggression and Violent Behavior, pages 101557.
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Eve Mayes, Melissa Joy Wolfe & Leanne Higham. (2020) Re/imagining school climate: Towards processual accounts of affective ecologies of schooling. Emotion, Space and Society 36, pages 100703.
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Elizabeth Gagen. (2019) Exiles of anger: The spatial politics of difficult emotions in contemporary education. Emotion, Space and Society 31, pages 41-47.
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