Afterword: The teaching fantasia

Book chapter

Newberry, Melissa, Gallant, Andrea and Riley, Philip. (2013). Afterword: The teaching fantasia. In In M. Newberry, A. Gallant and P. Riley (Ed.). Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning pp. 271 - 277 Emerald Group Publishing Limited.

Authors	Newberry, Melissa, Gallant, Andrea and Riley, Philip
Editors	M. Newberry, A. Gallant and P. Riley
Page range	271 - 277
Year	2013
Book title	Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning
Publisher	Emerald Group Publishing Limited
Place of publication	United Kingdom
Series	Advances in research and teaching; volume 18
ISBN	9781781906514
Scopus EID	2-s2.0-84886252898
Research Group	School of Education
Publisher's version	File Access Level Controlled

Permalink -

https://acuresearchbank.acu.edu.au/item/8905w/afterword-the-teaching-fantasia

Restricted files

Publisher's version

(1 files)

96
total views
0
total downloads
2
views this month
0
downloads this month

These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Job satisfaction of teachers and their principals in relation to climate and student achievement

Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Riley, Philip and Waldeyer, Julia. (2019). Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology. 111(7), pp. 1 - 13. https://doi.org/10.1037/edu0000409

Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals

Dicke, Theresa, Marsh, Herbert W., Riley, Philip, Parker, Philip D., Guo, Jiesi and Horwood, Marcus. (2018). Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals. Frontiers in Psychology. 9, pp. 1 - 17. https://doi.org/10.3389/fpsyg.2018.00584

Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships

Maxwell, Aimee and Riley, Philip. (2017). Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships. Educational Management, Administration & Leadership. 45(3), pp. 484 - 502. https://doi.org/10.1177/1741143215607878

Early career teacher attrition in Australia: inconvenient truths about new public management

Gallant, Andrea and Riley, Phil. (2017). Early career teacher attrition in Australia: inconvenient truths about new public management. Teachers and Teaching: Theory and Practice. 23(8), pp. 896 - 913. https://doi.org/10.1080/13540602.2017.1358707

Emotional demands, emotional labour and occupational outcomes in school principals modelling the relationships

Maxwell, Aimee and Riley, Phil. (2017). Emotional demands, emotional labour and occupational outcomes in school principals modelling the relationships. Educational Management, Administration & Leadership. 45(3), pp. 484 - 502. https://doi.org/10.1177/1741143215607878

What kind of future do we want for our children? Principal Health and Wellbeing Survey reveals a disturbing picture

Riley, Philip John. (2016). What kind of future do we want for our children? Principal Health and Wellbeing Survey reveals a disturbing picture. Independent Education. 46(1), pp. 10 - 11.

Effects of support on stress and burnout in school principals

Beausaert, Simon, Froehlich, Dominik E., Devos, Christelle and Riley, Philip John. (2016). Effects of support on stress and burnout in school principals. Educational Research. 58(4), pp. 347 - 365. https://doi.org/10.1080/00131881.2016.1220810

Is 'Mentoring' the right word? A case study into praxis in the field

Gallant, Andrea, Kelchtermans, Geert and Riley, Philip. (2015). Is 'Mentoring' the right word? A case study into praxis in the field. Annual meeting of the American Educational Research Association (AERA). United States of America: American Educational Research Association. pp. 1 - 7

Early career teacher attrition: New thoughts on an intractable problem

Gallant, Andrea and Riley, Philip. (2014). Early career teacher attrition: New thoughts on an intractable problem. Teacher Development: An International Journal of Teachers' Professional Development. 18(4), pp. 562 - 580. https://doi.org/10.1080/13664530.2014.945129

Attachment theory, teacher motivation & pastoral care: A challenge for teachers and academics

Riley, Philip. (2013). Attachment theory, teacher motivation & pastoral care: A challenge for teachers and academics. Pastoral Care in Education. 31(2), pp. 112 - 129. https://doi.org/10.1080/02643944.2013.774043

The complexities of school leadership: Many boundaries to cross

Riley, Philip John. (2013). The complexities of school leadership: Many boundaries to cross. In In J. Langan-Fox and C. Cooper (Ed.). Boundary-spanning in organizations: Network, influence, and conflict pp. 187 - 205 Routledge. https://doi.org/10.4324/9780203488058

The emotional labour of the aspirant leader: Traversing school politics

Gallant, Andrea and Riley, Philip. (2013). The emotional labour of the aspirant leader: Traversing school politics. In In M. Newberry, A. Gallant and P. Riley (Ed.). Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning pp. 81 - 97 Emerald Group Publishing Limited.

Bullying, stress and health in school principals and medical professionals: Experiences at the 'front-line'

Riley, Philip and Langan-Fox, Janice. (2013). Bullying, stress and health in school principals and medical professionals: Experiences at the 'front-line'. In In R. J. Burke, S. Fox and C. L. Cooper (Ed.). Human frailties: Wrong turns on the drive to success pp. 181 - 199 Gower Publishing.

Investigating teachers' explanations for aggressive classroom discipline strategies in China and Australia

Riley, Philip, Lewis, Ramon and Wang, Bingxin. (2013). Investigating teachers' explanations for aggressive classroom discipline strategies in China and Australia. Educational Psychology : An international journal of experimental educational psychology. https://doi.org/10.1080/01443410.2012.662151

Relations among beginning teachers' self-reported aggression, unconscious motives, personality, role stress, self efficacy and burnout

Riley, Philip, Watt, Helen, Richardson, Paul and De Alwis, Nilusha. (2012). Relations among beginning teachers' self-reported aggression, unconscious motives, personality, role stress, self efficacy and burnout. In Interpersonal relationships in education: an overview of contemporary research pp. 151 - 166 Sense Publishers. https://doi.org/10.1007/978-94-6091-939-8_10

The impact of teachers' aggressive management techniques on students' attitudes to schoolwork

Romi, Shlomo, Lewis, Ramon, Roache, Joel and Riley, Philip John. (2011). The impact of teachers' aggressive management techniques on students' attitudes to schoolwork. Journal of Educational Research. 104(4), pp. 231 - 240. https://doi.org/10.1080/00220671003719004

Measuring student support for participative assessment and related strategies :Development and testing of the Beliefs about Participative Assessment Instrument

Riley, Philip and Brew, Christine. (2011). Measuring student support for participative assessment and related strategies :Development and testing of the Beliefs about Participative Assessment Instrument. Australian Journal of Teacher Education. 36(4), pp. 33 - 52. https://doi.org/10.14221/ajte.2011v36n4.4

Exploring the nature of teachers' professional learning

Loughran, John, Berry, Amanda, Clemans, Allie, Keast, Stephen, Miranda, Bianca, Parr, Graham, Riley, Philip and Tudball, Elizabeth. (2011). Exploring the nature of teachers' professional learning. In In A. Lauriala, R. Rajala and O. Ylitapio-Mäntylä (Ed.). Navigating in educational contexts: Identities and cultures in dialogue pp. 92 - 102 Sense Publishers. https://doi.org/10.1007/978-94-6091-522-2_7

The impact of teachers' aggressive management techniques on students' attitudes to schoolwork and teachers' in Australia, China, and Israel

Riley, Philip, Romi, Shlomo, Lewis, Ramon and Roache, Joel. (2011). The impact of teachers' aggressive management techniques on students' attitudes to schoolwork and teachers' in Australia, China, and Israel. The Journal of Educational Research. 104(4), pp. 231 - 240.

Why did you do that? Teachers explain the use of legal aggression in the classroom

Riley, Philip John, Lewis, Ramon and Brew, Christine. (2010). Why did you do that? Teachers explain the use of legal aggression in the classroom. Teaching and Teacher Education. 26(4), pp. 957 - 964. https://doi.org/10.1016/j.tate.2009.10.037

Attachment theory and the teacher-student relationship: A practical guide for teachers, teacher educators and school leaders

Riley, Philip John. (2010). Attachment theory and the teacher-student relationship: A practical guide for teachers, teacher educators and school leaders.