Christy Galletta Horner
Project IMPACT, 2018-2023 Improving Motivation, Pedagogy, Assessment, and Collaboration for Teachers Role: Co-Investigator • $4.5 million project funded by the US Department of Education’s Teacher Quality Partnerships program (PI and Director: Tracy Huziak-Clark, Ph. D.)
The Emotional Labor of K-12 Teachers: A Collective Case Study (2019-2020; $10,000 Building Strengths Major Research Grant, Bowling Green State University). Principal Investigator: Christy Galletta Horner; Consultants: Yiwei Chen, Kristina LaVenia.
The Emotional Labor of K-12 Teachers: A Collective Case Study (2019-2020; $12,500 Research Development Council Grant, Bowling Green State University). Principal Investigator: Kristina LaVenia, Co-Is: Yiwei Chen, Christy Galletta Horner
LaVenia, K. N., Horner, C. G., & May, J. J. (accepted). Educational Leadership as Emotional Labor: A Framework for the Values-driven Emotion Work of School Leaders. In B. Carpenter, J. Mahfouz, & K. Robinson (Eds.). Supporting leaders for school improvement through self-care and wellbeing. Information Age Publishing.
Brodeur, K., LaVenia, K., Horner, C. G., & Husiak-Clark, T. (2020). Interrupting the pattern: Knowing why and respecting who we teach. Mid-Western Educational Researcher, 32(3), 206-230.
Horner, C. G., Brown, E. L., Mehta, S., & Scanlon, C. (2020). Feeling and acting like a teacher: Reconceptualizing teachers’ emotional labor. Teachers College Record, 122(5), 1-36.
Vostal, M., Horner, C. G., & LaVenia, K. L. (2019). Considering the mentoring dyad through the lens of relational trust: How do mentees express their intent to be trusted? Action in Teacher Education, 43(1), 37-53.
Valenti, M., Brown, E. L., Horner, C. G., Mahatmya, D., & Colditz, J. (2019). Pathways to working alliances: Special educators’ emotional labor and relationships with students with emotional and behavioral disorders. Teachers College Record, 121(7), 1-24.
Horner, C. G., & Akiva, T. (2019). ‘You never know who’s looking at your page’: African American male adolescents’ perceptions of emotional display rules online. Journal of Research on Adolescence, 30(S2), 315-332.
Vostal, M., LaVenia, K. L., & Horner, C. G. (2018). Making the shift to a co-teaching model of instruction: Considering relational trust as a precursor to collaboration. Journal of Cases in Educational Leadership, 22(1), 83-94.
Akiva, T., Li, J., Martin, K. M., Horner, C. G., McNamara, A. R. (2016). Simple Interactions: Piloting a strengths- and interactions- based professional development intervention for out-of-school time programs. Child and Youth Care Forum, 46(3), 285-305.
Akiva, T., & Horner, C. G. (2016). Adolescent motivation to attend youth programs: A Mixed-methods investigation. Applied Developmental Science, 20(4), 279-293.
Horner, C. G., Wallace, T. L., & Bundick, M. J. (2015). Adolescents’ interpretations of the role of emotion in urban high schools. Teachers College Record, 117(5), 1-34.
Brown, B., Horner C. G., Scanlon, C., & Kerr, M. M. (2015). United States teachers’ emotional labor and professional identities. KEDI Journal of Educational Policy, 11(2), 205-225.
Horner, C. G., & Wallace, T. L., (2013). Measuring emotion socialization in schools. Journal of School Health, 83(10), 697-703.
McHugh, R. M., Horner, C. G., Wallace, T. L., & Colditz, J. (2012). Bridges and barriers: Adolescent perceptions of student-teacher relationships. Urban Education, 48(1), 9-43.
- Sage Open
- Educational Research for Policy and Practice
- Teacher’s College Record
- Youth and Society
- Journal of School Health
- Applied Developmental Science
- Learning and Individual Differences
- Urban Education
- Midwestern Educational Researcher
- University Council for Educational Administration
- Journal of Management Information Systems
- Research Development Council
- Faculty Research Committee
- Undergraduate Program Council
- Personnel Committee
- Development and Advancement Committee
- Professional Affairs Committee