Mary Frances Rice and Richard Allen Carter
Happiness in teaching, termed Eudemonia, comes from a perception of a relationship with students. Such a perception is vital to sustaining teachers in their work in both on- and…
Abstract
Purpose
Happiness in teaching, termed Eudemonia, comes from a perception of a relationship with students. Such a perception is vital to sustaining teachers in their work in both on- and offline contexts. While the importance of these relationships has been acknowledged, there have not been attempts to account for how teachers pursue relationships and the accompanying sense of happiness. It is in this frame that we discuss findings from a larger study of online teachers working to support students with disabilities in a part-time program at a large virtual school.
Methodology/approach
The chapter considers expectations for online teachers and sets up a dialogue between same and different as they relate to on- and offline pedagogy. It then asks more questions about these responsibilities in the context of efforts by teachers to feel legitimate in their claims to relationships with students.
Findings
Stories that both elicited and threatened Eudemonia are shared and discussed. In particular, the authors learned that online teachers desired relationships with students to such a great extent that they were willing to narrate relationality into most interactions with the students.
Research implications
These findings suggest the difficult emotional work that online teachers must do in order to consider their work with students as beneficial. More work is needed to think about how relationships between teachers and students online can be leveraged for greater learning and to sustain both teachers and students in their work.
Originality/value
This chapter offers in-depth insight into the teacher work that online learning requires. It also offers a unique theoretical approach in the juxtaposition of stories of relationships with students online and offline.
Details
Keywords
This chapter attends to the fact that research has revealed much about the importance of parents in this process, especially their increased instructional roles when their…
Abstract
Purpose
This chapter attends to the fact that research has revealed much about the importance of parents in this process, especially their increased instructional roles when their children undertake online courses. However, little is known about how online curriculum vendors construct the parents of their potential enrollees in order to make online learning an appealing option.
Approach
This research examined what these testimonials revealed about how such companies conceptualize the beliefs parents of potential students. Inductive narrative theme analysis was used to analyze the testimonials.
Findings
The findings of this research revealed a characterization of parents as providers of access to online learning, organizers of schedules around online learning, and leveraging time working online as space to nurture and support their children’s academic development. The major plotline of these testimonials is one where parents solve problems for their children, who are not being successful in school, which resolves anxiety about a child’s previous school performance and their future as students. For the parents, the benefit to this enrollment is increased feelings of efficacy.
Research implications
This research comments on the role of narrative in educational decision-making in general and has additional potential to inform online teacher work with parents.
Value
The value in this chapter lies in the author’s unique approach to inquiry. Very little research on online learning has looked critically at what vendors promise in online learning.
Details
Keywords
Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.