Georgia Southern University is the state’s largest and most comprehensive center of higher education south of Atlanta. With 142 degree programs at the bachelor’s, master’s and doctoral levels, Georgia Southern has been designated a Carnegie Doctoral/Research university and serves more than 27,000 students from all 50 states, Washington D.C., and Puerto Rico as well as 102 nations. With three vibrant campuses — the Armstrong Campus in Savannah, the Statesboro Campus and the Liberty Campus in Hinesville — Georgia Southern offers an attractive campus environment that encourages learning, discovery and personal growth. Georgia Southern’s nationally accredited academic programs prepare diverse scholars for leadership and service as world citizens. A unit of the University System of Georgia, the University boasts 200-plus student organizations, outstanding Division I athletics, and state-of-the art residence halls and campus facilities.

Since 1906, the University’s hallmark has been a culture of engagement that bridges theory with practice, extends the learning environment beyond the classroom, and promotes student growth and life success. Central to the University’s mission is the faculty’s dedication to excellence in teaching and the development of a fertile learning environment exemplified by a free exchange of ideas, high academic expectations, and individual responsibility for academic achievement. Faculty, staff, and students embrace core values expressed through integrity, civility, kindness, collaboration, and a commitment to lifelong learning, wellness, and social responsibility.

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2016
Georgia Southern University Award for Excellence in Contributions to Instruction

Georgia Southern University Award for Excellence in Contributions to Instruction

2016
Eagle Leadership Academy – Provost Selected Member, Georgia Southern University

Eagle Leadership Academy – Provost Selected Member

2005
American Educational Research Association Reviewer of the Year, American Educational Research Association, Service, Professional

American Educational Research Association Reviewer of the Year

American Psychological Association

American Association of University Women

American Educational Research Association

National Alliance of Black School Education

National Black Home Educators

National Association for the Advancement of Color People

Women and Anger in Higher Education

Boundary dilemmas in teacher–student relationships: Struggling with “the line”

It's Not Better or Worse, It's Just Different: Examining Jamaican Teachers' Pedagogical and Emotional Experiences

"There are no emotions in math”: How teachers approach emotions in the classroom

Motivations, Sacrifices, and Challenges: Black Parents’ Decisions to Home School

Learning to read each other: Female graduate students share their experiences at a research institution

This volume presents different conceptual and theoretical frameworks as well as research methods that have helped educational researchers to study emotions. It includes innovative approaches that push the methodological boundaries that have served educational researchers until now and proposes new ways of researching emotions in educational contexts. In particular, this edited volume provides a historical frame for studying emotions. It connects theoretical/epistemological views with choice of  research methods and describes specific methods helpful in doing research on emotions as they are grounded in different theoretical and disciplinary traditions such as psychology, philosophy, sociology, history, political science, cultural studies, and feminist studies. Finally, it appreciates the contextual and international dimensions of studying emotions in education and contributes to ongoing debates about the implications of our methodological choices for understanding emotion in education. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a very valuable resource to introduce new scholars in the field alongside established scholars.

Methodological Advances in Research on Emotion and Education

For more than a decade, there has been growing interest and research on the pivotal role of emotions in educational settings. This ground-breaking handbook is the first to highlight this emerging field of research and to describe in detail the ways in which emotions affect learning and instruction in the classroom as well as students’ and teachers’ development and well-being. Informed by research from a number of related fields, the handbook includes four sections. Section I focuses on fundamental principles of emotion, including the interplay among emotion, cognition, and motivation, the regulation of emotion, and emotional intelligence. Section II examines emotions and emotion regulation in classroom settings, addressing specific emotions (enjoyment, interest, curiosity, pride, anxiety, confusion, shame, and boredom) as well as social-emotional learning programs. Section III highlights research on emotions in academic content domains (mathematics, science, and reading/writing), contextual factors (classroom, family, and culture), and teacher emotions. The final section examines the various methodological approaches to studying emotions in educational settings. With work from leading international experts across disciplines, this book synthesizes the latest research on emotions in education.

International Handbook of Emotions in Education (Educational Psychology Handbook)

Dr. Meca Williams-Johnson holds a Doctorate of Philosophy in Educational Psychology and teaches research methods in the College of Education at Georgia Southern University in Statesboro, Georgia. Her professional experiences coupled with academic training have forged a particular mixed methods research emphasis exploring emotions and its impact on teaching and learning. Additionally, Dr. Williams-Johnson investigates, student motivation and parents’ efficacy beliefs in homeschooling. Through planning, conducting, and publishing several research studies, Dr. Williams-Johnson has contributed to the larger body of knowledge by reporting recommendations to achieve better educational experiences for all students.

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