The emotional dimensions of urban teacher change

Nate McCaughtry, Jeffrey Martin, Pamela Kulinna, Donetta Cothran

Research output: Contribution to journalArticlepeer-review

37 Scopus citations


This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The discussion section maps the emotional dimensions of these teachers' change experiences onto an emotional geographies framework that situates their experiences in change literature and offers a roadmap for future reform initiatives.

Original languageEnglish (US)
Pages (from-to)99-119
Number of pages21
JournalJournal of Teaching in Physical Education
Issue number1
StatePublished - Jan 2006


  • Curriculum reform
  • Emotion
  • Professional development

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education


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