References
- Abrams, K. (2011). Emotions in the mobilization of rights. Harvard Civil Rights-Civil Liberties Law Review, 46, 551. https://lawcat.berkeley.edu/record/1124564?ln=en
- Alzouwain, H. N. H. (2019). Positioning of English language learners and its power on classroom learning opportunities and interactions. University of Arkansas.
- Anderson, K. T. (2009). Applying positioning theory to the analysis of classroom interactions: Mediating micro-identities, macro-kinds, and ideologies of knowing. Linguistics and Education, 20(4), 291–310. https://doi.org/10.1016/j.linged.2009.08.001
- Bai, B., Shen, B., & Wang, J. (2024). Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools. Language Teaching Research, 28(3), 1176–1200. https://doi.org/10.1177/13621688211021736
- Bamberg, M. (2003). Positioning with Davie Hogan: Stories, tellings, and identities. In C. Daiute & C. Lightfoot (Eds.), Narrative analysis: Studying the development of individuals in society (pp. 135–157). Sage. https://doi.org/10.4135/9781412985246.n23
- Bamberg, M., & Georgakopoulou, A. (2008). Small stories as a new perspective in narrative and identity analysis. Text & Talk, 28(3). https://doi.org/10.1515/text.2008.018
- Barkhuizen, G. (2008). A narrative approach to exploring context in language teaching. ELT Journal, 62(3), 231–239. https://doi.org/10.1093/elt/ccm043
- Benwell, B. & Stokoe, L. (2006). Discourse and identity. Edinburgh University Press. https://doi.10.1017/CBO9780748626533
- Brockmeier, J. (2012). Narrative scenarios: Toward a culturally thick notion of narrative. In J. Valsiner (Ed.), Oxford library of psychology. The Oxford handbook of culture and psychology (pp. 439–467). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195396430.013.0021
- Campbell, T. G., & Hodges, T. S. (2020). Using positioning theory to examine how students collaborate in groups in mathematics. International Journal of Educational Research, 103, 101632. https://doi.org/10.1016/j.ijer.2020.101632
- CASEL. (2005). Safe and sound: An educational leader’s guide to evidence-based social and emotional SEL programs. CASEL.
- CASEL. (2020). SEL Framework. Retrieved from: https://www.discoveryeducation.com
- Collett, J. (2020). Researching the complex nature of identity and learning: positioning, agency, and context in learners’ identities. International Journal of Qualitative Studies in Education, 33(5), 524–548. https://doi.org/10.1080/09518398.2019.1687955
- Cremin, T., & Baker, S. (2010). Exploring teacher-writer identities in the class-room: Conceptualizing the struggle. English Teaching: Practice and Critique, 9(3), 8–25. http://edlinked.soe.waikato.ac.nz/research/journal...
- Dabbaugh, N. (2003). Scaffolding: An important teacher competency in online learning. Tech Trends, 47(2), 39–44. https://doi.org/10.1007/bf02763424
- Daher, W. (2020). Students’ positioning and emotions in learning geometric definition. Journal on Mathematics Education, 11(1), 111–134. https://doi.org/10.22342/jme.11.1.9057.111-134
- Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20(1), 43–63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x
- Davies, B., & Harr´e, R. (1999). Positioning and personhood. In R. Harr, & L. van Langenhove (Eds.), Positioning theory (pp. 32–52). Blackwell Publishers Ltd.
- Dennen, V. P. (2011). Facilitator presence and identity in online discourse: Use of positioning theory as an analytic framework. Instructional Science, 39(4), 527–541. https://doi.org/10.1007/s11251-010-9139-0
- Denham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. Kluwer Academic/Plenum. https://doi.org/10.1007/978-1-4615-0055-1
- Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. Harvard Educational Review, 65, 510–510. https://doi.org/10.3726/978-1-4539-1735-0/40
- Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739
- Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
- Durning, S. J., Dong, T., Ratcliffe, T., Schuwirth, L., Artino, A. R., Boulet, J. R., & Eva, K. (2016). Comparing open-book and closed-book examinations: a systematic review. Academic Medicine, 91(4), 583–599. https://doi.org/10.1097/acm.0000000000000977
- Dweck, C. S. (2006). Mindset: The new psychology of success. Ballantine Books.
- Elias, M. J., & Weissberg, R. P. (2000). Primary prevention: Educational approaches to enhance social and emotional learning. Journal of School Health, 70(5), 186–190. https://doi.org/10.1111/j.1746-1561.2000.tb06470.x
- Esmonde, I. (2009). Ideas and identities: Supporting equity in cooperative mathematics learning. Review of Educational Research, 79(2), 1008–1043. https://doi.org/10.3102/0034654309332562
- Fetzner, M. (2013). What do unsuccessful online students want us to know?. Journal of Asynchronous Learning Networks, 17(1), 13–27. https://doi.org/10.24059/olj.v17i1.319
- Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732x025001099
- Glazier, J. A. (2009). The challenge of repositioning: Teacher learning in the company of others. Teaching and Teacher Education, 25(6), 826–834. https://doi.org/10.1016/j.tate.2008.11.014
- Green, J., Brock, C., Baker, D., & Harris, P. (2020). Positioning theory and discourse analysis: An explanatory theory and analytic lens. In N. Nasir, C. Lee, R. Pea, & M. Royston (Eds.), The handbook of the cultural foundations of learning. Rout-ledge. https://doi.org/10.4324/9780203774977-9
- Harré, R. (2012). Varieties of positioning. In F. Moghaddam (Ed.), The Oxford handbook of cultural psychology (pp. 249–270). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195396430.013.0010
- Harré, R., Moghaddam, F., Cairnie, T. P., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory & Psychology, 19(1), 5–31. https://doi.org/10.1177/0959354308101417
- Harré, R., & Moghaddam, F. M. (Eds.). (2003). The self and others: Positioning individuals and groups in personal, political, and cultural contexts. Greenwood Publishing Group.
- Harré, R., & Langenhove, L. V. (1991). Varieties of Positioning. Journal for the Theory of Social Behavior, 21(4), 393–407. https://doi.org/10.1111/j.1468-5914.1991.tb00203.x
- Harré, R., & van Langenhove, L. (1999). Positioning in psychological discourse. In R. Harré & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Wiley.
- Harré, R., & Van Langenhove, L. (1999). Positioning theory. Blackwell Publishers.
- Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
- Holland, D., Lachicotte Jr, W. S., Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds. Harvard University Press.
- Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies and commentaries. Social Policy Report, 26(4), 1–33. https://doi.org/10.1002/j.2379-3988.2012.tb00073.x
- Jones, S. M., McGarrah, M. W., & Kahn, J. (2019). Social and emotional learning: A principled science of human development in context. Educational Psychologist, 54(3), 129–143. https://doi.org/10.1080/00461520.2019.1625776
- Lvovich, N. (2003). Sociocultural identity and academic writing: A second-language learner profile. Teaching English in the Two Year College, 31(2), 179–192.
- Kayi-Aydar, H. (2013). ‘No, Rolanda, completely wrong!’ Positioning, classroom participation and ESL learning. Classroom Discourse, 4(2), 130–150. https://doi.org/10.1080/19463014.2013.835271
- Kayi-Aydar, H. (2018). “If Carmen can analyze Shakespeare, everybody can”: Positions, conflicts, and negotiations in the narratives of Latina pre-service teachers. Journal of Language, Identity & Education, 17(2), 118–130. https://doi.org/10.1080/15348458.2017.1415759
- Kayi-Aydar, H. (2019). Language teacher identity. Language Teaching, 52(3), 281–295. https://doi.org/10.1017/s0261444819000223
- Kayi-Aydar, H. (2021). A framework for positioning analysis: From identifying to analyzing (pre) positions in narrated story lines. System, 102, 102600. https://doi.org/10.1016/j.system.2021.102600
- KidsMatter. (2012). Australian primary school mental health initiative. Australian Government.
- Kincade, L., Cook, C., & Goerdt, A. (2020). Meta-analysis and common practice elements of universal approaches to improving student-teacher relationships. Review of Educational Research, 90(5), 710–748. https://doi.org/10.3102/0034654320946836
- Kleres, J. (2011). Emotions and narrative analysis: A methodological approach. Journal For the Theory of Social Behavior, 41(2), 182–202. https://doi.org/10.1111/j.1468-5914.2010.00451.x
- Kopelman-Rubin, D., Siegel, A., Weiss, N., & Kats-Gold, I. (2020). The relationship between emotion regulation, school belonging, and psychosocial difficulties among adolescents with specific learning disorder. Children & Schools, 42(4), 216–224. https://doi.org/10.1093/cs/cdaa022
- Korobov, N., & Bamberg, M. (2004). Development as micro‐genetic positioning. British Journal of Developmental Psychology, 22(4), 521–530. https://doi.org/10.1348/0261510042378218
- Maloch, B. (2005). Becoming a” WOW Reader”: Context and continuity in a second-grade classroom. Journal of Classroom Interaction, 5–17. https://doi.org/10.4135/9781452229775.n7
- Menard-Warwick, J. (2007). ‘Because she made beds. Every day’. Social positioning, classroom discourse, and language learning. Applied Linguistics, 29(2), 267–289. https://doi.org/10.1093/applin/amm053
- Merrills, K. (2015). Re-positioning Latino heritage language learners: The case of one adolescent’s experiences in two different pedagogical spaces [Doctoral dissertation, University of Maryland].
- McVee, M. B., Brock, C. H., & Glazier, J. A. (Eds.). (2011). Sociocultural positioning in literacy: Exploring culture, discourse, narrative, and power in diverse educational contexts. Hampton Press.
- Moeller, J., Brackett, M. A., Ivcevic, Z., & White, A. E. (2020). High school students’ feelings: Discoveries from a large national survey and an experience sampling study. Learning and Instruction, 66, 101301. https://doi.org/10.1016/j.learninstruc.2019.101301
- Moghaddam, F. M., Harré, R., & Lee, N. (Eds.). (2007). Global conflict resolution through positioning analysis. Springer Science & Business Media. https://doi.org/10.1007/978-0-387-72112-5
- Mosvold, R., & Bjuland, R. (2016). Positioning in identifying narratives of/about pre-service mathematics teachers in field practice. Teaching and Teacher Education, 58, 90–98. https://doi.org/10.1016/j.tate.2016.05.005
- Nguyen, H., & Yang, L. (2015). A queer learner’s identity positioning in second language classroom discourse. Classroom Discourse, 6(3), 221–241. https://doi.org/10.1080/19463014.2015.1093952
- Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Pearson.
- Ogbu, J. U. (1990). Cultural model, identity, and literacy. In J. W. Stigler, R. A. Shweder, & G. Herdt (Eds.), Cultural psychology: Essays on comparative human development (pp. 520–541). https://doi.org/10.1017/cbo9781139173728.020
- Özdoğru, M. (2022). School administrators’ behaviors in the professional belonging of teachers. Education Quarterly Reviews, 5(2). https://doi.org/10.31014/aior.1993.05.02.492
- Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28(2), 163–188. https://doi.org/10.1093/applin/amm008
- Pentón Herrera, L. J. (2024). Social-emotional learning in ESOL with ninth-grade newcomers. ELT Journal, 78(2), 127–136. https://doi.org/10.1093/elt/ccad051
- Pentón Herrera, L. J., & Martinez-Alba, G. (2021). Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. TESOL Press. https://doi.org/10.1002/9781118784235.eelt1039
- Perry-Hazan, L. (2021). Conceptualizing conflicts between student participation and other rights and interests. Discourse: Studies in the Cultural Politics of Education, 42(2), 184–198. https://doi.org/10.1080/01596306.2019.1599324
- Quin, D. (2017). Longitudinal and contextual associations between teacher–student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434
- Rex, L. A., & Schiller, L. (2010). Using discourse analysis to improve classroom interaction. Routledge. https://doi.org/10.4324/9780203876985
- Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garivaldis, F., Lodge, J. M., & Mundy, M. E. (2017). Applying best practice online learning, teaching, and support to intensive online environments: Frontiers in Education, 2, 59. https://doi.org/10.3389/feduc.2017.00059
- Riser, P. A. (2019). Understanding marginalized students’ identities work and their learning experiences in English language arts classrooms. Advance. Pre-print. https://doi.org/10.31124/advance.7808876.v1
- Ritchie, S. M. (2002). Student positioning within groups during science activities. Research in Science Education, 32(1), 35–54. https://doi.org/10.1023/a:1015046621428
- Schatzki, T. R. (1996). Social practices: A Wittgensteinian approach to human activity and the social. Cambridge University Press. https://doi.org/10.1017/cbo9780511527470
- Schroeder-Moreno, M. S. (2010). Enhancing active and interactive learning online - lessons learned from an online introductory agroecology course. NACTA Journal, 54(1), 21–30.
- Sitthirak, C. (2022). Impact of interpersonal relations and positioning on the resolution of conflicts in the EFL classroom. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 751–775.
- Smith, C. (2020). International students and their academic experiences: Student satisfaction, student success challenges, and promising teaching practices. In U. Gaulee, S. Sharma, & K. Bista (Eds.), Rethinking Education Across Borders (pp. 271–287). Springer. https://doi.org/10.1007/978-981-15-2399-1_16
- Smith, S. (2023). Social emotional learning in ELT classrooms: Theoretical foundations, benefits, implementation, and challenges. American Journal of Humanities and Social Sciences Research,7(9), 187–195.
- Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613–629. https://doi.org/10.1037/0003-066x.52.6.613
- Syed, M., Azmitia, M., & Cooper, C. R. (2011). Identity and academic success among underrepresented ethnic minorities: An interdisciplinary review and integration. Journal of Social Issues, 67(3), 442–468. https://doi.org/10.1111/j.1540-4560.2011.01709.x
- Tajfel, H., & Turner, J. C. (2004). The Social Identity Theory of Intergroup Behavior. Political Psychology, 276–293. https://doi.org/10.4324/9780203505984-16
- Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
- Tuyan, S., & Sadık, S. (2008). Hand in hand with emotions: A social and emotional learning program for EFL students. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(3), 389–398.
- Van Langenhove, L. (2017). Varieties of moral orders and the dual structure of society: A perspective from positioning theory. Frontiers in Sociology, 2, 9. https://doi.org/10.3389/fsoc.2017.00009
- Warren, Z., & Moghaddam, F. M. (2018). Positioning theory and social justice. In P. L. Hammack, Jr. (Ed.), The Oxford handbook of social psychology and social justice (pp. 319–331). Oxford University Press.
- Whitsed, C., & Volet, S. (2013). Positioning foreign English language teachers in the Japanese university context. Teachers and Teaching: Theory and Practice,19(6), 717–735. https://doi.org/10.1080/13540602.2013.827459
- Wilms, J. D. (2003). Student engagement at school: A sense of belonging and participation. Results from PISA 2000. Organization for Economic Co-operation and Development. https://doi.10.1787/9789264018938-en
- Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179–187. https://doi.org/10.1037/0022-0663.95.1.179
- Wood, M. B. 2013. Mathematical micro-identities: Moment-to-moment positioning and learning in a fourth-grade classroom. Journal for Research in Mathematics Education, 44(5), 775–808. https://doi.org/10.5951/jresematheduc.44.5.0775
- Wortham, S. E. F. (2001). Narratives in action: A strategy for research and analysis. Teachers College Press.
- Wortham, S. (2004). The interdependence of social identification and learning. American Educational Research Journal, 41(3), 715–750. https://doi.org/10.3102/00028312041003715
- Yagcioglu, O. (2017). Social and emotional learning in EFLclasses. International Journal of English Language Teaching, 5(9), 110–122.
- Yamakawa, Y. (2014). The impact of teacher positioning on students ‘opportunities to learn: a case study of an elementary mathematics classroom [Doctoral dissertation, University of Pittsburgh].
- Yoon, B. (2008). Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom. American Educational Research Journal, 45(2), 495–522. https://doi.org/10.3102/0002831208316200
- Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In Boekaerts, M., Pintrich, P., & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
