Christy Galletta Horner

Grants

External Funding

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.)

Internal Funding

Novice Teachers’ Experiences in Supporting Student Mental Health in Virginia PK-12 Classrooms (2022-2023, $9,994.62; Dean Baker’s SEED Grant, George Mason University). Principal Investigators: Elizabeth Levine Brown, Audra Parker: CO-Is: Naomi Brown, Duhita Mahatmya, Christy Galletta Horner

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

Publications

Vesely, C. K., Brown, E. L., Mehta, S., & Horner, C. G. (2022). ‘Staying afloat’: A mixed methods study of the financial and psychological well-being of early childhood educators. Early Childhood Education Journal, 1-12. https://doi.org/10.1007/s10643-022-01429-9

Vostal, M., Vostal, B. R., Horner, C. G., & LaVenia, K. N. (2022). A qualitative exploration of trust between general and special educators: Implications for collaboration in the preparation of teacher candidates. Social Sciences & Humanities Open, 6(1), 100359. https://doi.org/10.1016/j.ssaho.2022.100359

Horner, C. G., Galletta, D. G., Crawford, J., & Shirsat, A. (2021). Emotions: The unexplored fuel of fake news on social media. Journal of Management Information Systems, 38(4), 1039-1066. https://doi.org/10.1080/07421222.2021.1990610

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. https://doi.org/10.1177/016146812012200502

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. https://doi.org/10.1080/01626620.2019.1683480

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. https://doi.org/10.1177/016146811912100708

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. https://doi.org/10.1111/jora.12478

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. https://doi.org/10.1177/155545891879687

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, 285-305. https://doi.org/10.1007/s10566-016-9375-9

Akiva, T., & Horner, C. G. (2016). Adolescent motivation to attend youth programs: A Mixed-methods investigation. Applied Developmental Science, 20(4), 278-293. https://doi.org/10.1080/10888691.2015.1127162

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. https://doi.org/10.1177/016146811511700501

Brown, B., Horner C. G., Scanlon, C., & Kerr, M. M. (2014). 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. https://doi.org/10.1111/josh.12083

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. https://doi.org/10.1177/0042085912451585

Service