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Publication date: 7 October 2015

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.

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Book part
Publication date: 7 October 2015

Abstract

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Exploring Pedagogies for Diverse Learners Online
Type: Book
ISBN: 978-1-78441-672-0

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Book part
Publication date: 7 October 2015

Karen Vignare

Abstract

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Exploring Pedagogies for Diverse Learners Online
Type: Book
ISBN: 978-1-78441-672-0

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Book part
Publication date: 7 October 2015

Leanna Archambault

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Exploring Pedagogies for Diverse Learners Online
Type: Book
ISBN: 978-1-78441-672-0

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Book part
Publication date: 7 October 2015

Mary Frances Rice

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

Exploring Pedagogies for Diverse Learners Online
Type: Book
ISBN: 978-1-78441-672-0

Keywords

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Book part
Publication date: 7 October 2015

Abstract

Details

Exploring Pedagogies for Diverse Learners Online
Type: Book
ISBN: 978-1-78441-672-0

Available. Content available
Book part
Publication date: 7 October 2015

Abstract

Details

Exploring Pedagogies for Diverse Learners Online
Type: Book
ISBN: 978-1-78441-672-0

Available. Content available
Book part
Publication date: 2 August 2018

Abstract

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Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

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Article
Publication date: 1 January 1954

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

120

Abstract

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

Details

Aslib Proceedings, vol. 6 no. 1
Type: Research Article
ISSN: 0001-253X

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Article
Publication date: 1 February 1974

Frances Neel Cheney

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…

411

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.

Details

Reference Services Review, vol. 2 no. 2
Type: Research Article
ISSN: 0090-7324

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