Attending to Affect in Student Inquiry.
- A qualifying paper submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Abstract: This paper explores dynamics of attending and responding to affect as integral to, rather than separate from, attending to the substance of students’ ideas. I examine the relationship between responsiveness to affect and the disciplinary substance of student ... read morethinking. The questions I consider are: how does a teacher attend and respond to affect as integral to the substance of student reasoning and ideas in the science class? And how do these acts of attending and responding become consequential to student engagement? Using a case study of a fifth grade teacher's interactions with a student struggling to communicate an idea, I illustrate how the teacher’s attention and responsiveness to affect was an act of attending to the student’s reasoning and persistence. Moreover, I show how intending for his student to struggle at the intellectual level was an act of caring for him as an intellectual agent. In this way, I show how caring can be connected to and in service of student disciplinary engagement and epistemic agency. More broadly, I highlight the need to examine affect as inherent to the discipline in conversations on responsive teaching and I discuss implications on instruction and teacher education.read less