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Author: Rania Maalouf
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 0
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Book Description
The purpose of this phenomenological study was to develop an understanding of how students' Emotional Intelligence (EQ) and Cultural Intelligence (CQ) influence their communication with teachers and peers. This investigation is rooted in Daniel Goleman's Theory of Emotional Intelligence and Christopher Earley's work on Cultural Intelligence. Responses from one-on-one interviews with five teachers were analyzed for qualitative data. The analysis led to eleven emerging themes. The findings indicate that students' EQ and CQ can influence students' communications with peers and teachers. When students possess EQ skills such as naming emotions, recognizing others' emotions, and responding appropriately to those emotions their communication in the classroom with peers and teachers is enhanced. Other skills also help students, such as self-advocacy and vocabulary/language. Students' CQ encompasses both the ability to connect and empathize with others. Students' ability to connect and empathize also influence their classroom communication. Teachers actively develop learners' skills by modeling and providing the students with opportunities to practice their EQ and CQ skills in multiple settings. The current study is expected to contribute to the existing body of literature by providing insight into how EQ and CQ affect the lives of the public-school students and the roles of the public-school teachers. The study may influence future K-12 public school planning by highlighting the need for EQ and CQ skills development for all students. Further research is encouraged in this area to investigate a teacher's role in the successful development of EQ and CQ skills for all students.
Author: Rania Maalouf
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 0
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Book Description
The purpose of this phenomenological study was to develop an understanding of how students' Emotional Intelligence (EQ) and Cultural Intelligence (CQ) influence their communication with teachers and peers. This investigation is rooted in Daniel Goleman's Theory of Emotional Intelligence and Christopher Earley's work on Cultural Intelligence. Responses from one-on-one interviews with five teachers were analyzed for qualitative data. The analysis led to eleven emerging themes. The findings indicate that students' EQ and CQ can influence students' communications with peers and teachers. When students possess EQ skills such as naming emotions, recognizing others' emotions, and responding appropriately to those emotions their communication in the classroom with peers and teachers is enhanced. Other skills also help students, such as self-advocacy and vocabulary/language. Students' CQ encompasses both the ability to connect and empathize with others. Students' ability to connect and empathize also influence their classroom communication. Teachers actively develop learners' skills by modeling and providing the students with opportunities to practice their EQ and CQ skills in multiple settings. The current study is expected to contribute to the existing body of literature by providing insight into how EQ and CQ affect the lives of the public-school students and the roles of the public-school teachers. The study may influence future K-12 public school planning by highlighting the need for EQ and CQ skills development for all students. Further research is encouraged in this area to investigate a teacher's role in the successful development of EQ and CQ skills for all students.
Author: Kevin Alonzo Harris
Publisher:
ISBN:
Category : Cultural intelligence
Languages : en
Pages : 209
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Book Description
Improving patient outcomes has long been the rationale supporting calls to reform health care delivery systems and health profession education programs (Greiner, 2002; Institutes of Medicine, 2001, 2004; O'Neil & Pew Health Professions Commission, 1998). In 2003, the Institute of Medicine shared its vision statement for health professions education, asserting that "[a]ll health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics" (Knebel & Greiner, 2003, p. 3). Despite the importance placed on teamwork in health sciences education, little attention has been devoted to understanding underlying factors influencing student attitudes towards team learning (Curran, Sharpe, Forristall, & Flynn, 2008). The purpose of this study is to explore the importance of emotional and cultural intelligence in shaping pre-health students' attitudes towards team-based learning. A non-experimental, cross-sectional study design was used employing correlational and multivariate regression analysis. Findings indicate: a) significant relationships between emotional and cultural intelligence to the value students place on group work; and, b) emotional intelligence accounts for approximately 3% of variance above and beyond the Big Five personality factors in predicting student attitudes towards group work. This study will inform interprofessional education policy and practice in two fundamental ways. First, the study provides insight on the importance of non-academic factors in shaping students' attitudes towards team-based learning. Secondly, increasing understanding of emotional and cultural intelligence in early stagse of a student's development influences their preparation for health professions careers.
Author: Kateryna V. Keefer
Publisher: Springer
ISBN: 331990633X
Category : Psychology
Languages : en
Pages : 467
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Book Description
This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com
Author: Alozie Eugene Iheanyi
Publisher: AuthorHouse
ISBN: 1504988841
Category : Education
Languages : en
Pages : 136
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Book Description
In the past ten years of pastoral vocation as a Catholic Priest, I have dedicated not less than eight years in apostolates intrinsically tied to mentoring of young people and classroom teaching. After completing my bachelors degree; I worked for six years as a secondary school principal in Nigeria before I received the call to come over to Europe for the continuation of my ministerial experience and learning. In all these years, both from studies and in practical experience, I have realized that education is meant to enhance the lives of people and improve them. In the course of researching for my Masters degree, I became aware of the concept of emotional intelligence. I saw in it an apt and timely addendum to the entire course of research and to educational research in particular. The fact is that human life, its reality and goals is the very context inside which learning should be done and for which learning is done. This is what makes education have meaning and determines its usefulness, and it is only in this context that we can say that education prepares one for life and its challenges. Directly or indirectly, emotional intelligence makes a contribution to preparation for living in the modern world. Educational enterprise is not exclusive to the activities that take place within the four walls of a formal classroom. I accept the educational learning theory which says that learning is everywhere for a conscious mind, though it always needs to be tuned and guided. In fact there are a huge number of para-teachers, such as parents, coaches, mentors, pastors, inspirers, trainers and leaders, who do not know the extent to which their day-to-day teachings and drilling of others affect the psychology of society at large. This is because the teaching, mentoring and coaching of such para-teachers influences the emotional intelligence of their followers and learners, most often in a positive way. Emotional intelligence was a ground-breaking theory developed by Daniel Goleman, not only on to teach how best to teach and inspire, but also to make an important link between the learning achievement of the classroom and success in real life situations. This is called knowledge transfer in education.
Author: Mona Kiani
Publisher:
ISBN:
Category :
Languages : en
Pages : 204
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Book Description
There is a growing concern around the stress and anxiety that permeates the educational landscape today and its proliferation foreshadowed in the future. At-risk students endure increased levels of stress, including those that materialize from many life factors including poverty, racism, and challenges within the household. To seriously address the achievement gap that persists between at-risk students and their more privileged counterparts, the emotions of schooling must be addressed. Emotions have been largely avoided in educational organizations that which has led to an overreliance on cognitive factors in standards and curricula. However, as research in this field expands from psychology, to business, and now to education, it can no longer be ignored. Being in school is an emotional experience for both teachers and students and studies show that negative emotions and misunderstandings are magnified in high school math classes. Increasing one's emotional intelligence can help both parties better navigate their experience at school and their relationships with one another. A review of the literature shows that emotional intelligence is a predictor of academic success and success in life. This study explores the phenomenon of in-school emotional experiences for at-risk students who have failed math class and how emotional intelligence and deeper connections with math teachers can mitigate many factors that would attribute to their predicted trajectory of failure. Through a phenomenological design, this qualitative research uses the student voice to explore what at-risk students who have failed math class want their teachers to know and do for academic success. This study finds that being emotionally intelligent with a culturally intelligent lens will help support a healthier relationship and schooling experience for at-risk students. Interview data from this study purports that student emotional intelligence can help at-risk students become more academically successful by helping them break patterns of failure, developing emotional self-efficacy, and teaching them to perceive, manage and use their emotions more effectively. Furthermore, this study shows that at-risk students want their teachers to foster an emotional connection with them, care about them holistically, and repair their trust and confidence. Keywords: emotional intelligence, cultural intelligence, at-risk students, failure in math class, math teachers, student-teacher connection, adverse childhood experiences.
Author: Mabel Gonzales
Publisher: Springer Nature
ISBN: 9811903247
Category : Education
Languages : en
Pages : 410
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Book Description
This book heightens readers’ awareness of the importance of emotional intelligence and how it impacts our lives. It inspires parents, teachers and school leaders to learn more about emotional intelligence as a process of self-improvement, relational skills, and to help our students to develop emotional intelligence from an early stage of their lives. There are four parts in the book. Part 1 explains the importance of emotional intelligence in every aspect of our lives. It presents models and theories of emotional intelligence and explains how our emotions control our mind, body and spirit. Part 2 gives insights into how emotions play a significant role in our relationships with others. Part 3 takes the reader from family to the workplace and highlights the importance of becoming more aware of our emotions at work and how we relate to others. Part 4 emphasises the importance of helping our students to develop essential emotional intelligence to face this increasingly complex and challenging world.
Author: Peggy Daly Pizzo
Publisher: Teachers College Press
ISBN: 0807758841
Category : Education
Languages : en
Pages : 177
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Book Description
In this much-needed text, the author provides dilemma-based teaching cases that teachers and early childhood leaders can analyze and discuss to build problem-solving and decision-making skills. Readers will reflect on challenges they are likely to experience in practice, addressing issues such as linguistically and culturally isolated children, children refusing to share with others, high-energy children struggling to develop self-regulation and executive function, and children experiencing trauma. They will also examine issues related to inadequate resources and teacher compensation. Each case portrays early childhood practitioners as they transform challenging scenarios into opportunities for the growth of social and emotional skills. This one-of-a-kind resource can be used for professional development, for courses that address the emotional and social development of young children, and with students beginning their supervised field experience to help bridge their research and practice. Book Features: Original teaching cases that combine research, theory, and the experiences of highly skilled teachers and leaders. Compelling narratives that encourage students to generate and share “inner portfolios” of emotionally intelligent strategies. Discussion questions for each case designed to stimulate analytic and critical reasoning. “Resources for Delving Deeper” for both research and best practice program guidance. A case-based professional development approach that instructors can use to balance both didactic presentations and supervised field experiences.
Author: Camila Devis-Rozental
Publisher: Palgrave Macmillan
ISBN: 9783319940359
Category : Psychology
Languages : en
Pages : 0
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Book Description
This book explores the impact of socio-emotional intelligence on wellbeing in higher education. Stemming from years of investigation and educational expertise with trainee teachers and academics, the book identifies ways in which socio-emotional intelligence can be developed in university environments. The author begins by analysing the concept of socio-emotional intelligence and its development, before confronting distinctive areas for improvement within the context of teaching and learning in higher education. The book explores the importance of understanding and labelling emotions, and how opportunities for self-reflection arise through an environment that meets practical needs. The author contends that support from other scholars is vital to the development of socio-emotional intelligence. The book concludes with a set of practical suggestions for promoting personal development. It will be a valuable resourse for anyone working in higher education who is interested in improving their own wellbeing and that of those around them.
Author: Ignacio Lopez
Publisher: ASCD
ISBN: 1416632727
Category : Education
Languages : en
Pages : 156
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Book Description
The EQ Way is a reflection tool for leaders navigating difficult times—and difficult emotions—in their schools. In education, challenges surround you every day, but they don't have to define you. When the negative, frightful, or unknown happens—when you're confused because you aren't sure where things are headed—that's when you want to focus on EQ, or emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills. Educational psychologist and school leader Ignacio Lopez explores how you can lead from a place of calm clarity and strength. Lopez relies on his own experience to guide you through enacting EQ strategies in your school or district, no matter what kinds of challenges you face. You can learn to control your reactions and keep emotional intelligence central to your work by * Recognizing and improving your own emotional intelligence. * Continually assessing the clarity of your vision and communication. * Enforcing accountability across the school community. * Refining, communicating, and monitoring school values. * Deliberately engaging with external stakeholders. * Finding ways to work with and stand up to naysayers and resisters. * Sustaining the emotional intelligence of the school community. The key to successfully navigating your school through difficult times and managing high-conflict situations is being an emotionally intelligent leader.The EQ Way helps you be that leader.
Author: Adina Bloom Lewkowicz
Publisher: Simon and Schuster
ISBN: 1510701273
Category : Education
Languages : en
Pages : 251
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Book Description
A teacher's guide that provides educators with fresh and engaging techniques to help children increase self-awareness, manage emotions, build self-control, and develop positive relationships.
