The George Washington University- GSEHD
Ed.D. in Curriculum and Instruction (C&I) & Educational Technology Leadership (ETL)
Curriculum Theory - TRED 325
Instructor: Dr. Brian Casemore
Spring 2010
"Nada's Island"
Nada's ESL Island

Emotions and Emotional Intelligence (EQ)
in Teacher Education
by Nada Salem Abisamra

NEW...Final Paper ..NEW
"Emotions and Emotional Intelligence (EQ) in Curriculum Theory:
on Incorporating EQ Skills in Teacher Education"
Power Point Presentation

Education, One of the Impossible Professions
The Relationship between Emotional Intelligence and Academic Achievement in Eleventh Graders
Lesson Plan on Emotional Intelligence Using Glaser’s Learning System (pdf)
Resources || Relevant Links || Relevant Books || Relevant Articles || Relevant Quotes || Online Quizzes

Notes about Emotions
  • The Very Thought of Education - Britzman, D. (2009). (Limited Preview of the Book)
  • Feeling Power: Emotions and Education - Megan Boler (Limited Preview of the Book)
  • Love's Return: Psychoanalytic Essays on Childhood, Teaching, and Learning - Gail Masuchika Boldt

  • (Limited Preview of the Book)
  • Emotional Development And Emotional Intelligence: Educational Implications - Peter Salovey
  • Emotional Intelligence - Daniel Goleman
  • Emotional intelligence and mentoring in preservice teacher education: a literature review. By Hawkey, Kate. Mentoring & Tutoring: Partnership in Learning, May2006, Vol. 14 Issue 2, p137-147, 11p.

  • In this article, the emerging discourse of emotional intelligence is discussed in relation to mentoring in pre-service teacher education. Possible reasons for the neglect of emotion and affect in pre-service teacher education, and in education more broadly, are discussed. The emerging focus on emotion in these fields is also examined in light of existing policy critiques. The dangers and pitfalls of using an emotional lens to look at the activity of mentoring are identified. The article focuses on policy and practice in relation to mentoring in pre-service teacher education in Britain, although the issues it raises are pertinent in the wider international field.
  • The Relationship between Emotional Intelligence and Student Teacher Performance. By: Drew, Todd L.. 2006 102 pp. (ED499558)

  • The purpose of this mixed methods study (N = 40) was to determine whether Student Teacher Performance (STP), as measured by a behavior-based performance evaluation process, is associated with Emotional Intelligence (EI), as measured by a personality assessment instrument. The study is an important contribution to the literature in that it appears to be the first study to explore the possibility an EI assessment instrument can predict STP. The results indicate that EI, as assessed by the BarOn EQ-i, and College Supervisors’ assessments of STP are related. However, data collected from the Cooperating Teacher and Student Teacher perspectives did not reveal any statistically significant relationship for any EQ/STP variable pair studied. While total Emotional Quotient (EQ) scores and scores for the Intrapersonal, Interpersonal, and General Mood Scales had a statistically significant association with two or more individual aspects of STP, the Stress Management and Adaptability Scale scores did not have any statistically significant relationships with total or any aspect of STP. The four participants in the study who had the most anomalous EQ/STP combinations were contacted to participate in interviews. Two individuals agreed, and these interviews revealed the complexity surrounding assessment of STP, and four themes which fall within the following analogous EQ-i Subscales: Assertiveness, Interpersonal Relationships, Social Responsibility, and Flexibility. Finally, implications for those involved in the selection and preparation of teacher candidates are described.
  • Emotional Intelligence and beginning Teacher Candidates. By: Justice, Madeline; Espinoza, Sue. Education, Summer2007, Vol. 127 Issue 4, p456-461, 6p; (AN 25607613)- EJ790125

  • According to the Bureau of Labor Statistics, Texas will need over 82,000 new teachers by 2008. Many teachers are leaving the profession within 5 years of being employed. Closing a revolving door, teacher preparation programs are discussing this phenomenon. One hundred sixty beginning teacher candidates were surveyed using the Emotional Skills Assessment Process. According to the Emotional Intelligence Scale the candidates needed to strengthen skills in assertion, comfort, empathy, decision making, drive strength, time management, commitment ethic, self-esteem, stress management and deference. The skills leadership, aggression, and change orientation were current strengths. To face the challenges of a diverse classroom, these skills need to be developed, strengthened or enhanced if candidates are expected to have a longer teaching career
  • What's your EQ? By: Clem, Stephen C.. Independent School, Winter96, Vol. 55 Issue 2, p90, 3p; (AN 9603275976)
  • Applying Emotional Intelligence: Exploring the Promoting Alternative Thinking Strategies curriculum- By Barbara Kelly, Julie Longbottom, Fay Potts and Jim Williamson- Educational Psychology in Practice, Vol. 20, No. 3, September 2004
  • Emotional Intelligence: Popular but Elusive Construct- by Pfeiffer, Steven I.- Source: Roeper Review, v23 n3 p138-42 Apr 2001. ISSN: 0278-3193- EJ626404
  • Pedagogies Proving Krashen's Theory of Affective Filter By: Lin, Grace Hui Chin. Online Submission, Hwa Kang Journal of English Language & Literature n14 p113-131 Jul 2008. 2008 19 pp. (ED503681)

  • At the beginning of the second millennium, many university students in Taiwan that are enrolled in Freshman English are still being taught with teacher-centered methods. This study, which was inspired by the author’s studies and research in the theoretical arguments of the Natural Approach and Psychological Method put forth by American educator Stephen Krashen, was undertaken for the purpose of evaluating the practical applicability of communicative methodologies in a Taiwan classroom setting. This study especially focuses on the connection between students’ interest, self-esteem, attitude, motivation, and the use of various student-centered communicative activities designed to enhance confidence and language acquisition. Through the use of both quantitative and qualitative research methods focusing on learner perceptions of their overall learning experience, the author proves the effectiveness of pedagogies based on Krashen’s theory of affective filter.
  • Affective Factors in Foreign Language Learning and Teaching: A Study of the "Filter." Jyvaskyla Cross-Language Studies, No. 13. By: Laine, Eero J.. 1987 92 pp. (ED292302)

  • A study of the affective "filter" inhibiting student learning of a second language focuses on the critical features of the filter, especially student self-concept and the general roles of personality traits and learning attitudes. Relevant research on motivation, personality traits, attitudes, and self-concept as they relate to learning is reviewed and three learning models are discussed: the motivational model, the "filter" model, and the self-concept model. Specific aspects of motivation, personality traits, attitudes, and self-concept that may relate to language learning are outlined and applied to existing research findings. In conclusion, a working hypothesis concerning the affective filter in language learning, to be validated in a later study, is proposed. A seven-page reference list is provided and figures for the three learning models are appended.
  • The Affective Filter in Foreign Language Learning and Teaching. Report 2: A Validation Study of Filtering Factors with a Focus on the Learner's FL Self-Concept. Jyvaskyla Cross-Language Studies, No. 15.

  • A study investigated Finnish high school students' second language learning motivation, attitudes, self-concepts, inhibitions, and selected personality traits. The study attempted to learn more about the nature, content, and functions of the "affective filter" in foreign language learning. A variety of relationships between these factors were found, and a number of "filter" and "non-filter" learner types were distinguished. The study's design, results, and implications for language teaching and for future research efforts are discussed. A bibliography of over 60 references is included.
  • The EQ Factor- New brain research suggests that emotions, not IQ, may be the true measure of human intelligence- By Nancy Gibbs- October 2, 1995- Time Reports: Understanding Psychology
    • Gibbs, Nancy (1995). "The EQ Factor," Time Magazine (October 2). Web reference at accessed January 2, 2006
  • Developing the teaching professional: what teacher educators need to know about emotions- Cherrie L. Kassem- Teacher Development, Volume 6, Issue 3 October 2002 , pages 363 - 372
  • Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15, 197-215.
  • Emotional Intelligence- New Ability or Eclectic Traits? By John D. Mayer, Peter Salovey and David R. Caruso- September 2008- American Psychologist
  • Emotional Intelligence- Peter Salovey and John D. Mayer- 1990 (First article ever about EQ)
  • Krashen, Stephen D. Principles and Practice in Second Language Acquisition. New York, NY: Prentice Hall, 1987 (full book)
  • Krashen, S. (2003). Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth: Heinemann.
  • The 7 Habits of Highly Effective People by Stephen Covey (Habit 4: Think Win-Win)
  • Foucault, Michel. “The Subject and Power,” in Hubert L. Dreyfus and Paul Rabinow, Michel

  • Foucault: Beyond Structuralism and Hermeneutics. Chicago: U Chicago Press, 1983. 221.
  • Bar-On, R. (1997). Development of the Bar-On EQ-i: A measure of emotional intelligence and social intelligence. Toronto: Multi-Health Systems.
  • Beasley, K. (1987) "The Emotional Quotient." Mensa (The British Mensa Magazine. Wolverhampton, United Kingdom: The British Mensa Society. May. (See &
  • Beasley, K. (n.d). Measuring EQ: Why it's emotionally UN-intelligent! Retrieved from
  • Beasley, K. (n.d). Improving awareness of our emotional intelligence. Retrieved from
  • Bosshart, J. (1939). "Learning to Direct and Control the Emotions." Harvard Educational Review 9 (4) (October).452-458.
  • Bradberry, T. and Greaves, J. (2009). "Emotional Intelligence 2.0.", San Diego, CA: TalentSmart.
  • Foucault, M. (1999). About the Beginnings of the Hermeneutics of the Self. In: Religion and Culture. Carrette, J. R. (ed.). Manchester: Manchester University Press, pp. 158-181.
  • Ciarrochi, H. and Mayer, J. (2005). "Can Self-Report Measures Contribute to the Study of Emotional Intelligence? A Conversation between Joseph Ciarrochi and John D. Mayer" The University of New Hampshire. Web reference at accessed May 10, 2010.
    • "John Mayer: In regard to measuring emotional intelligence -- I am a great believer that criterion-report (that is, ability testing) is the only adequate method to employ. Intelligence is an ability, and is directly measured only by having people answer questions and evaluating the correctness of those answers.
      I am, however, a great defender of self-judgment data for other purposes. For example, you mentioned that self-judgment has allowed us to get a handle on why and how people suffer, and I agree entirely with that position. I think self-judgment data represents the single best approach to measuring personal emotional states and their outcomes."
  • Goleman, D. (1995). Emotional Intelligence: why it can matter more than IQ. New York: Bantam Books.
  • Mayer, J.D., & Salovey, P. (1997). What is Emotional Intelligence? In P. Salovey & D.J. Sluyter (Eds.) Emotional Development and Emotional Intelligence. New York: Basic Books.
  • Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15, 197-215.
  • Why Measure Emotional Intelligence?
    • Keith Beasley also published a 1988 article that used 'EQ' to refer to an emotional quotient -- the earliest such documented use I have seen. (Note that EQ refers to an emotion quotient. EIQ refers to an emotional intelligence quotient; these are different ideas!) -- J. Mayer
  • Mayer, J. (2005a). "Can Emotional Knowledge be Improved? Can you raise emotional intelligence?" The University of New Hampshire. Web reference at accessed May 10, 2010.
  • Mayer, J. (2005b) "Emotional Intelligence Information: A Site Dedicated to Communicating Scientific Information about Emotional Intelligence, Including Relevant Aspects of Emotions, Cognition, and Personality." The University of New Hampshire. Web reference at accessed January 2, 2006.
  • Mayer, J. (2005c). "Is EI the Best Predictor of Success in Life?" The University of New Hampshire. Web reference at accessed May 10, 2010.
  • Mayer, J. (2005d). "How Do You Measure Emotional Intelligence?" The University of New Hampshire. Web reference at accessed May 10, 2010.
  • Mayer, J. (2009). "Why Emotional Intelligence Matters in Intelligence Research" Psychology Today. Published September 23, 2009. Web reference at  Accessed May 10, 2010.
  • Nussbaum, M.C. (2003). Upheavals of thought: The intelligence of emotions. Cambridge: Cambridge University Press
  • Pinar, W. F. (2006). The synoptic text today and other essays: Curriculum Development After the Reconceptualization. New York: Peter Lang.
  • Salovey, P. and Mayer, J.D. (1990). "Emotional intelligence." Imagination, Cognition, and Personality, 9(1990), 185-211.
  • Salvio, P. (2006). On the vicissitudes of love and hate: Anne Sexton's pedagogy of loss and reparation. In G. Boldt & P. Salvio (Eds.), Love's Return: Psychoanalytic Essays on Childhood, Teaching, and Learning. New York: Routledge.
  • Smith, M. K. (2008) "Howard Gardner, multiple intelligences and education," the encyclopedia of informal education, Downloaded from on May 10, 2010.
  • Stein, S (1997). Men and Women Have Different Kinds and Levels of Emotional Intelligence, EQ for Both Sexes is Key to Workplace Success. website
  • Thorndike, R.K. (1920). "Intelligence and Its Uses," Harper's Magazine 140, 227-335.
Relevant Links Relevant Books
Relevant Articles
    Voices From the Field: Identifying and Overcoming Roadblocks to Carrying Out Programs in Social and Emotional Learning/Emotional Intelligence. By: Elias, Maurice J.; Bruene-Butler, Linda; Blum, Lisa; Schuyler, Thomas. Journal of Educational & Psychological Consultation, 2000, Vol. 11 Issue 2, p253-272, 20p; (AN 3449115)
    Consultants seeking to help educators implement social and emotional learning (SEL), emotional intelligence (EQ), prevention, and related programs face a number of difficulties. One of these is the need to address consultees at the appropriate level, so as not to scare them away from implementation because of all the complexities involved. Drawing from surveys of and site visits with implementers of SEL/EQ programs, the authors present an assortment of roadblocks that consultants (and other program implementers) can expect to encounter, how these have been addressed, and some community psychology principles to guide ongoing efforts. The article closes by using the analogy of a maiden voyage of a sailing ship to illuminate various implementation issues that arise when initiating and sustaining SEL/EQ and related prevention programs in schools.

    Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong. By: Chan, David W.. Educational Psychology, Jul2008, Vol. 28 Issue 4, p397-408, 12p, 3
    Emotional intelligence (intrapersonal and interpersonal) and general teacher self-efficacy were assessed to represent personal resources facilitating active and passive coping in a sample of 273 Chinese prospective and in-service teachers in Hong Kong. Intrapersonal emotional intelligence and interpersonal emotional intelligence were found to predict significantly active coping strategy, but teacher self-efficacy did not contribute independently to the prediction of active coping even though there was some evidence that teacher self-efficacy might interact with intrapersonal emotional intelligence in the prediction of active coping, especially for male teachers. The implications of the findings for preventive intervention efforts to combat teacher stress through teaching to enhance emotional intelligence are discussed.

    The analysis of the emotional intelligence skills and potential problem areas of elementary educators- By: Kaufhold, John A.; Johnson, Lori R.. Education, Summer2005, Vol. 125 Issue 4, p615-626, 12p, 2 Charts, 3 Graphs; (AN 17488988)
    The study's purpose was to examine emotional intelligence skills and potential problem areas of elementary educators. The study provided elementary educators with a self-assessment of emotional intelligence skills to utilize in the workplace and beyond. An improved understanding of personal skills and weaknesses may lessen educator's risk of psychological burnout. In addition, increased awareness of children's emotional intelligence skills offers educators an alternative means of student assessment. The study's research population consisted of a cluster sample of elementary educators. Each educator varied in regard to length of time in profession and level of education. Many variables were increasing the likelihood of psychological burnout for these educators. The significant fmdings of this study reveal that elementary educators do not perceive any personal, "enhanced" emotional intelligence skills. The comparison between Master's level and bachelor's level educator's perceptions of personal emotional intelligence skills were similar. Master's level teacher viewed themselves as having higher self-esteem, stress management, and anger management skills, while Bachelor's level teachers perceived themselves as having more enhanced assertion skills.

    The Global Aspects of Brain-Based Learning. By: Connell, J. Diane. Educational Horizons, v88 n1 p28-39 Fall 2009. (EJ868336)

    Emotions Count: Scaffolding Children's Representations of Themselves and Their Feelings To Develop Emotional Intelligence. By: Shuster, Claudia. 2000 10 pp. (ED470899)

    EQ BOOST. By: Deutschendorf, Harvey. T+D, Oct2009, Vol. 63 Issue 10, p92-93, 2p, 1 Color Photograph; (AN 44678405)

    Emotional Intelligence and Educational Leadership at East Carolina University. By: McDowelle, James O.; Bell, Edwin D.. 1997 18 pp. (ED414797)

    "Structures of Feeling" in Curriculum and Teaching: Theorizing the Emotional Rules. By: Zembylas, Michalinos. Educational Theory, Spring2002, Vol. 52 Issue 2, p187, 22p; (AN 7186576)

    Are You 'Emotionally Intelligent'?- Edutech Report, Mar2006, Vol. 22 Issue 3, p4-5, 2p; (AN 19887582)

    Qualitative Evaluation of Emotional Intelligence In-Service Program for Secondary School Teachers- By Seval Fer- University of Yildiz Technical, Istanbul, Turkey- The Qualitative Report Volume 9 Number 4 December 2004 562-588

    Pilot Study Report: EQ Curriculum Improves Learning, Decreases Conflict- Self-Science Pilot - Initial Report-
    June 01, 2001

    Emotional Intelligence: What it is and Why it Matters- By Cary Cherniss- 2000- Paper presented at the Annual Meeting of the Society for Industrial and Organizational Psychology, New Orleans, LA, April 15, 2000

    Five levels of self-awareness as they unfold early in life- By Philippe Rochat- Department of Psychology, Emory University, 532 North Kilgo Circle, Atlanta, Ga 30322, USA- Received 27 February 2003

Relevant Quotes
“He who controls others may be powerful, but he who has mastered himself is mightier still” --Lao Tzu- Chinese Taoist Philosopher, founder of Taoism, wrote "Tao Te Ching" (also "The Book of the Way"). 600 BC-531 BC

“I am, indeed, a king, because I know how to rule myself.” --Pietro Aretino

“You cannot control what happens to you, but you can control your attitude toward what happens to you, and in that, you will be mastering change rather than allowing it to master you.” --Brian Tracy

“Remember not only to say the right thing in the right place, but far more difficult still, to leave unsaid the wrong thing at the tempting moment.” --Benjamin Franklin

“Most powerful is he who has himself in his own power.” --Seneca (Roman philosopher, mid-1st century AD)

“The sign of an intelligent people is their ability to control their emotions by the application of reason” -- Marya Mannes (American Writer, 1904-1990)

Rule your mind or it will rule you. --Horace

He who reigns within himself, and rules passions, desires, and fears, is more than a king. --John Milton

Self-reverence, self-knowledge, self-control–these three alone lead life to sovereign power. --Alfred Tennyson

He who conquers himself is the mightiest warrior. --Confucius (BC 551-BC 479) Chinese philosopher.

The highest possible stage in moral culture is when we recognize that we ought to control our thoughts. --Charles Darwin (1809-1882) English Naturalist

To enjoy freedom we have to control ourselves. --Virginia Woolf (1882-1941) British novelist and essayist.

No man is defeated without until he is defeated within --Eleanor Roosevelt

I count him braver who overcomes his desires than him who conquers his enemies; for the hardest victory is over self. --Aristotle (384 BC-322 BC) Greek philosopher.

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