Melissa Newberry - Academia.edu (original) (raw)
Papers by Melissa Newberry
Teacher Development, Nov 24, 2022
Advances in research on teaching, Aug 10, 2023
Teaching and Teacher Education, Apr 1, 2023
Significant research and ongoing inquiry highlight the importance of understanding and recognizin... more Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focus groups and individual interviews to examine the identities and beliefs held by fifth-grade students who plan to become teachers. Revealing the early developing identities of future teachers provides necessary insight into the emerging curricular needs of teacher education programs.
Teachers and Teaching, Aug 18, 2021
ABSTRACT This year-long qualitative study follows a new teacher, who had self-identified as a ‘po... more ABSTRACT This year-long qualitative study follows a new teacher, who had self-identified as a ‘positive person’, through her first year in the classroom to explore the ways in which she maintained that disposition in the face of the difficulties that the work of teaching entails. Using a lens of emotion states and traits, we catalogued several different strategies this teacher used to return to her ‘positive’ emotion trait. A close examination of the data through I-Poems revealed that the very strategies she used were a type of avoidance from situations that produced uncomfortable emotion states. This avoidance contributed to a false sense of positivity, a dissonant between the teacher’s reported experiences and her perceived sense of self, gradually leading to burnout. The focus on maintaining her desired emotion trait distracted from the need to process her emotional experiences to improve her practice. Implications for teaching and teacher education are discussed.
The book differs from other books on emotions in teaching by acknowledging all relationships with... more The book differs from other books on emotions in teaching by acknowledging all relationships within the complex system of schools and the ways that emotion influences the relationship and practice of the those working within schools- administration, teacher-peer, teacher- student, and veteran- novice.
Advances in research on teaching, Aug 10, 2023
Teaching and Teacher Education, Jul 1, 2020
h i g h l i g h t s Pattern of emotion responses in classrooms consists of triggers, emotions and... more h i g h l i g h t s Pattern of emotion responses in classrooms consists of triggers, emotions and reactions. Many triggered emotions acted on in the classroom mask deeper personal issues of the teacher. Acknowledgement of, and attention to, the deeper issues is more important than the surface emotions expressed. Reflection aids in progressively more effective practice of emotion regulation and less negative emotions overall.
Teaching and Teacher Education, Nov 1, 2010
Teacherestudent relationships are accepted as influential but the dynamics of those relationships... more Teacherestudent relationships are accepted as influential but the dynamics of those relationships are not well understood, especially with difficult students. A series of interviews were combined with classroom observations and written reflections to understand in what ways a teacher negotiated her relationship with a behaviorally challenging student throughout the school year. Four relationship phases, which are constantly revisited while establishing and maintaining relationships, were identified. Findings indicate that guided reflection and discussion were helpful in the negotiation process. Understandings of how relationships work, the effort required to maintain them and the support necessary for teachers are discussed.
Teachers and Teaching, Jul 27, 2017
Abstract Previous work on teacher attrition in the US has indicated that those who stay in the pr... more Abstract Previous work on teacher attrition in the US has indicated that those who stay in the profession and those who leave are not separate homogenous groups. In this study, the lived experience of former teachers is examined to determine the issues that distinguish leavers from stayers. The sample is from the state of Utah, a state with one of the highest attrition rates in the nation. By loosely applying self-thematization theory to collect and analyze data from former teachers, a variety of elements were identified that combined in timing and intensity to influence the decision to leave the profession. These elements are also experienced by teachers who stay. However, in this study, collegial relationships was identified as the mitigating factor regardless of any combination of other factors influencing the decision to leave or stay. Although small-scale convenience sampling was employed, this study allows for an intimate accounting of the relational elements of teaching that exist among educators, which are often overlooked. Implications for teaching and schools are discussed with suggestions for direction of future research on teacher attrition.
Advances in research on teaching, Jun 9, 2023
Teachers and Teaching, Mar 17, 2023
School Leadership & Management, Aug 8, 2015
ABSTRACT In this single case study of a school and university collaborative project, positioning ... more ABSTRACT In this single case study of a school and university collaborative project, positioning theory was used to deconstruct the metaphors expressed in descriptions of roles of 23 participants. Present in the metaphors were discrepancies in understandings of collaboration that revealed ways that collaboration was inhibited as participants positioned themselves and others. Differences in expectations that emerged in metaphor suggested passive compliance, division in power, and reinforcement of limiting roles. These findings suggest that the examination of metaphors in interview data might be used as a formative assessment in collaborative endeavours, leading to productive dialogue for clarification and resolving potential conflict.
Advances in research on teaching, 2013
As outlined in these chapters, pre-service teachers, beginning teachers, experienced teachers, te... more As outlined in these chapters, pre-service teachers, beginning teachers, experienced teachers, teacher leaders and aspirant leaders all face the growing demands of emotional labour and are engaged in the emotional work that underpins learning environments. The ‘false apprenticeship’ (Bullock, 2013) highlights how teacher education remains historically problematic, with its focus on observation for replication, rather than the development of an individual's capability. Educators need to be enabled to refocus their attention on developing professional capital (Hargreaves & Fullan, 2012). According to Hargreaves and Fullan (2012) there are three elements that produce professional capital, these are human capital, social capital and decisional capital. The presence of all three is vital for a healthy productive education system. The education system is made up of people and education is for the people. Society and future societies rely on professional capital being promoted within education.
Advances in research on teaching, 2013
Emotions are complex concepts involving multiple systems within the body and mind. How, when and ... more Emotions are complex concepts involving multiple systems within the body and mind. How, when and for what purpose emotions are expressed is based on context and relationships. In this chapter I take a relational view of emotion and emotion regulation as applied in classroom settings. I first discuss the concepts of emotion and emotion regulation before exploring the physical, social and psychological processes involved in both producing and regulating emotions. Although teachers use, respond to and regulate emotions as part of their everyday work, I suggest that teachers are underprepared for the extent of the emotion work they encounter, or the cost it may have on their emotional reserves. The requirements to successfully navigate emotions in today's educational environment are underappreciated. Only when we acknowledge the relational and cognitive tasks required of teachers under the demand of multiple relationships and the constraints of the responsibilities placed upon them can we fully appreciate the magnitude of the endeavour.
Advances in research on teaching, 2013
Teaching and Teacher Education, Nov 1, 2008
While many studies have documented the importance of supportive student-teacher relationships, pa... more While many studies have documented the importance of supportive student-teacher relationships, particularly during students' formative education experiences, few studies have systematically examined teachers' conceptions of their relationships. The purpose of this project was to examine elementary school teachers' conceptions of closeness using a structured interview protocol. Participants included three Caucasian teachers from the United States. Specifically, as part of the protocol, teachers were asked to (1) rate their feelings of closeness for each of the students in their class, (2) describe each relationship, (3) identify patterns of interpersonal closeness and distance across their class, and (4) talk about their understanding of what it means to be close to students. Findings were organised into a grounded model of teacher closeness in which teachers described how their feelings of closeness to students were related to five different teacher's approach orientations. Teachers' approach orientations may have important implications for the way in which children in the class are privileged or marginalised by their teacher relationship.
Australian Journal of Teacher Education, Sep 1, 2021
Previous research has suggested that emotional and social developmental domains configure most pr... more Previous research has suggested that emotional and social developmental domains configure most prominently for adolescents in the classroom. In this qualitative study, we first aimed to explore teachers' perspectives of students' needs, then to explore the ways that teachers came to understand those needs, and how that understanding informed their practice of attending to student needs in the classroom. Findings suggest that teachers, also, are more attuned to the emotional domain, interpreting all needs displayed by students through an emotional lens. Additionally, teachers used emotion as an entry point to connect with students and sought to support student development through attending to personal relationships, creating safe learning spaces, and showing care for students. Teachers' sources of emotional awareness varied through personal histories and experiences in the profession. Implications for teacher preparation programs are discussed, including the need for greater focus to prepare teachers for the emotion needs of their students.
... Newberry, Melissa Ann. ... Teacher education Keywords Student-teacher relationships; producti... more ... Newberry, Melissa Ann. ... Teacher education Keywords Student-teacher relationships; productive reflection; emotional labor; emotional work; teacher-student relationships; classroom relationships; differential behavior; ethical care Committee / Advisors Anita Woolfolk Hoy, PhD ...
Teacher Development, Nov 24, 2022
Advances in research on teaching, Aug 10, 2023
Teaching and Teacher Education, Apr 1, 2023
Significant research and ongoing inquiry highlight the importance of understanding and recognizin... more Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focus groups and individual interviews to examine the identities and beliefs held by fifth-grade students who plan to become teachers. Revealing the early developing identities of future teachers provides necessary insight into the emerging curricular needs of teacher education programs.
Teachers and Teaching, Aug 18, 2021
ABSTRACT This year-long qualitative study follows a new teacher, who had self-identified as a ‘po... more ABSTRACT This year-long qualitative study follows a new teacher, who had self-identified as a ‘positive person’, through her first year in the classroom to explore the ways in which she maintained that disposition in the face of the difficulties that the work of teaching entails. Using a lens of emotion states and traits, we catalogued several different strategies this teacher used to return to her ‘positive’ emotion trait. A close examination of the data through I-Poems revealed that the very strategies she used were a type of avoidance from situations that produced uncomfortable emotion states. This avoidance contributed to a false sense of positivity, a dissonant between the teacher’s reported experiences and her perceived sense of self, gradually leading to burnout. The focus on maintaining her desired emotion trait distracted from the need to process her emotional experiences to improve her practice. Implications for teaching and teacher education are discussed.
The book differs from other books on emotions in teaching by acknowledging all relationships with... more The book differs from other books on emotions in teaching by acknowledging all relationships within the complex system of schools and the ways that emotion influences the relationship and practice of the those working within schools- administration, teacher-peer, teacher- student, and veteran- novice.
Advances in research on teaching, Aug 10, 2023
Teaching and Teacher Education, Jul 1, 2020
h i g h l i g h t s Pattern of emotion responses in classrooms consists of triggers, emotions and... more h i g h l i g h t s Pattern of emotion responses in classrooms consists of triggers, emotions and reactions. Many triggered emotions acted on in the classroom mask deeper personal issues of the teacher. Acknowledgement of, and attention to, the deeper issues is more important than the surface emotions expressed. Reflection aids in progressively more effective practice of emotion regulation and less negative emotions overall.
Teaching and Teacher Education, Nov 1, 2010
Teacherestudent relationships are accepted as influential but the dynamics of those relationships... more Teacherestudent relationships are accepted as influential but the dynamics of those relationships are not well understood, especially with difficult students. A series of interviews were combined with classroom observations and written reflections to understand in what ways a teacher negotiated her relationship with a behaviorally challenging student throughout the school year. Four relationship phases, which are constantly revisited while establishing and maintaining relationships, were identified. Findings indicate that guided reflection and discussion were helpful in the negotiation process. Understandings of how relationships work, the effort required to maintain them and the support necessary for teachers are discussed.
Teachers and Teaching, Jul 27, 2017
Abstract Previous work on teacher attrition in the US has indicated that those who stay in the pr... more Abstract Previous work on teacher attrition in the US has indicated that those who stay in the profession and those who leave are not separate homogenous groups. In this study, the lived experience of former teachers is examined to determine the issues that distinguish leavers from stayers. The sample is from the state of Utah, a state with one of the highest attrition rates in the nation. By loosely applying self-thematization theory to collect and analyze data from former teachers, a variety of elements were identified that combined in timing and intensity to influence the decision to leave the profession. These elements are also experienced by teachers who stay. However, in this study, collegial relationships was identified as the mitigating factor regardless of any combination of other factors influencing the decision to leave or stay. Although small-scale convenience sampling was employed, this study allows for an intimate accounting of the relational elements of teaching that exist among educators, which are often overlooked. Implications for teaching and schools are discussed with suggestions for direction of future research on teacher attrition.
Advances in research on teaching, Jun 9, 2023
Teachers and Teaching, Mar 17, 2023
School Leadership & Management, Aug 8, 2015
ABSTRACT In this single case study of a school and university collaborative project, positioning ... more ABSTRACT In this single case study of a school and university collaborative project, positioning theory was used to deconstruct the metaphors expressed in descriptions of roles of 23 participants. Present in the metaphors were discrepancies in understandings of collaboration that revealed ways that collaboration was inhibited as participants positioned themselves and others. Differences in expectations that emerged in metaphor suggested passive compliance, division in power, and reinforcement of limiting roles. These findings suggest that the examination of metaphors in interview data might be used as a formative assessment in collaborative endeavours, leading to productive dialogue for clarification and resolving potential conflict.
Advances in research on teaching, 2013
As outlined in these chapters, pre-service teachers, beginning teachers, experienced teachers, te... more As outlined in these chapters, pre-service teachers, beginning teachers, experienced teachers, teacher leaders and aspirant leaders all face the growing demands of emotional labour and are engaged in the emotional work that underpins learning environments. The ‘false apprenticeship’ (Bullock, 2013) highlights how teacher education remains historically problematic, with its focus on observation for replication, rather than the development of an individual's capability. Educators need to be enabled to refocus their attention on developing professional capital (Hargreaves & Fullan, 2012). According to Hargreaves and Fullan (2012) there are three elements that produce professional capital, these are human capital, social capital and decisional capital. The presence of all three is vital for a healthy productive education system. The education system is made up of people and education is for the people. Society and future societies rely on professional capital being promoted within education.
Advances in research on teaching, 2013
Emotions are complex concepts involving multiple systems within the body and mind. How, when and ... more Emotions are complex concepts involving multiple systems within the body and mind. How, when and for what purpose emotions are expressed is based on context and relationships. In this chapter I take a relational view of emotion and emotion regulation as applied in classroom settings. I first discuss the concepts of emotion and emotion regulation before exploring the physical, social and psychological processes involved in both producing and regulating emotions. Although teachers use, respond to and regulate emotions as part of their everyday work, I suggest that teachers are underprepared for the extent of the emotion work they encounter, or the cost it may have on their emotional reserves. The requirements to successfully navigate emotions in today's educational environment are underappreciated. Only when we acknowledge the relational and cognitive tasks required of teachers under the demand of multiple relationships and the constraints of the responsibilities placed upon them can we fully appreciate the magnitude of the endeavour.
Advances in research on teaching, 2013
Teaching and Teacher Education, Nov 1, 2008
While many studies have documented the importance of supportive student-teacher relationships, pa... more While many studies have documented the importance of supportive student-teacher relationships, particularly during students' formative education experiences, few studies have systematically examined teachers' conceptions of their relationships. The purpose of this project was to examine elementary school teachers' conceptions of closeness using a structured interview protocol. Participants included three Caucasian teachers from the United States. Specifically, as part of the protocol, teachers were asked to (1) rate their feelings of closeness for each of the students in their class, (2) describe each relationship, (3) identify patterns of interpersonal closeness and distance across their class, and (4) talk about their understanding of what it means to be close to students. Findings were organised into a grounded model of teacher closeness in which teachers described how their feelings of closeness to students were related to five different teacher's approach orientations. Teachers' approach orientations may have important implications for the way in which children in the class are privileged or marginalised by their teacher relationship.
Australian Journal of Teacher Education, Sep 1, 2021
Previous research has suggested that emotional and social developmental domains configure most pr... more Previous research has suggested that emotional and social developmental domains configure most prominently for adolescents in the classroom. In this qualitative study, we first aimed to explore teachers' perspectives of students' needs, then to explore the ways that teachers came to understand those needs, and how that understanding informed their practice of attending to student needs in the classroom. Findings suggest that teachers, also, are more attuned to the emotional domain, interpreting all needs displayed by students through an emotional lens. Additionally, teachers used emotion as an entry point to connect with students and sought to support student development through attending to personal relationships, creating safe learning spaces, and showing care for students. Teachers' sources of emotional awareness varied through personal histories and experiences in the profession. Implications for teacher preparation programs are discussed, including the need for greater focus to prepare teachers for the emotion needs of their students.
... Newberry, Melissa Ann. ... Teacher education Keywords Student-teacher relationships; producti... more ... Newberry, Melissa Ann. ... Teacher education Keywords Student-teacher relationships; productive reflection; emotional labor; emotional work; teacher-student relationships; classroom relationships; differential behavior; ethical care Committee / Advisors Anita Woolfolk Hoy, PhD ...