Preschool Teachers' Emotional Acting and School-Based Interactions.

How preschool teachers manage and express their feelings across school-based interactions (e.g., teacher-child, teacher-family, and teacher-colleague) has implications for their professional success and the developmental and academic outcomes of their relational counterparts. This study explores how preschool teachers make sense of their emotional labor, or the deliberate expression or suppression of emotions to achieve organizational goals, in the context of three professional interactions. Qualitative findings show preschool teachers' decisions to engage in particular types of emotional acting are both informed by and a facilitator of the strength and intimacy of their relationships. Implications for research, practice and policy are reviewed. Supplementary Information: The online version contains supplementary material available at 10.1007/s10643-022-01326-1.

Emotions as Both a Tool and a Liability: A Phenomenology of Urban Charter School Teachers' Emotions.

Teachers' emotional experiences at work have important implications for both teachers and students, particularly during challenging behavioral interactions. Understanding how teachers conceptualize the role of their workplace emotions can help school leaders and researchers develop policies and interventions to support teachers in navigating the emotional dimensions of their roles. In this phenomenological study, we examined how nine teachers working at two urban charter schools made sense of the role of their emotions in their work. We found that teachers conceptualized their emotions as both a tool and a liability for themselves and their students. We provide implications for charter school leaders working to improve teacher-student interactions and promote equitable practices in their schools, and for researchers aiming to understand the affective aspects of teachers' work.

Danielson's Framework for Teaching: Convergence and Divergence With Conceptions of Effectiveness in Special Education.

Danielson's Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT's Instructional Domain (Domain 3) of Danielson's FFT. We frame our study using cognitive load theory and research regarding effective instruction for students with disabilities. We end by discussing implications regarding the evaluation and development of effective teaching for students with learning disabilities.