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dc.contributor.authorHughes, Scott Frederick
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date2013-08-02 11:13:05.998en
dc.date.accessioned2013-08-02T23:38:07Z
dc.date.available2013-08-02T23:38:07Z
dc.date.issued2013-08-02
dc.identifier.urihttp://hdl.handle.net/1974/8141
dc.descriptionThesis (Ph.D, Education) -- Queen's University, 2013-08-02 11:13:05.998en
dc.description.abstractHappiness should be a fundamental aim of education. This philosophical assertion raises the practical question of how teachers generate happiness in their classroom programs while operating under the current paradigm of educational accountability. The purpose of this qualitative study was to examine the perspectives of early primary teachers, students, and parents on what makes a happy classroom. Data were collected through interviews of 12 teachers from public, independent, Waldorf, Froebel, and Montessori schools; over 72 hours of observation in eight early primary classrooms; interviews with 23 students (ages 3 to 8), drawing and photography with 64 students (ages 3 to 8); 66 parent surveys, and eight teacher exit interviews. Four cycles of analysis, including descriptive and conceptual approaches, resulted in the identification of five core conditions of happy classrooms: (a) relational pedagogy, (b) embodied learning, (c) pedagogical thoughtfulness (d) an ethos of happiness, and (e) an ethos of possibility. These five conditions were supported by 17 facets, which describe practical and conceptual ways to support pedagogical thinking and decision-making about children’s happiness in the complex worlds of busy classrooms. Five of the facets are spotlighted: (a) kids need to play, (b) stepping in stepping out, (c) sounds shape feelings and experience, (d) rhythms and routines, and (e) romancing children into delight. In addition, student and parent participants identified that play, positive friendships, time outdoors, experiences involving the arts, and experiences of positive feelings make children happy at school and when they are learning. The discussion centers on the role of teachers in establishing the tone of happy classrooms, considers the notion of strong pedagogy, discusses the generation of happiness in early primary classrooms in the form of lessons to be learned from different pedagogical traditions, and argues that, above all, children’s interests, needs, and development should be a teacher’s first point of consideration for all decisions about instruction and learning in the classroom. The discussion concludes with implications for teaching professionals and offers suggestions for future research.en_US
dc.languageenen
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectaims of educationen_US
dc.subjectpedagogyen_US
dc.subjectwell-beingen_US
dc.subjectaffect in educationen_US
dc.subjectEarly Primary Educationen_US
dc.subjectWaldorf educationen_US
dc.subjectFroebel educationen_US
dc.subjectcurriculum and instructionen_US
dc.subjectMontessori educationen_US
dc.subjecthappinessen_US
dc.subjectpublic educationen_US
dc.subjectindependent educationen_US
dc.subjectelementary schoolsen_US
dc.titleRomancing Children into Delight: Promoting Children's Happiness in the Early Primary Gradesen_US
dc.typethesisen_US
dc.description.degreePh.Den
dc.contributor.supervisorUpitis, Renaen
dc.contributor.departmentEducationen


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