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Journal Article 1: Sharp, A. (2007). Educations of the emotions in the classroom community of inquiry.
Abstract: This paper shows how the transformation of traditional classrooms into classrooms of communities of inquiry can bring about not only better thinking on the part of students but also a growth in emotional maturity. The classroom community of inquiry fosters the growth of three kinds of thinking: critical creative and caring. Although all equally important, caring thinking in particular is crucial in making possible the democratic dialogue essential to communal inquiry. Caring thinking aims to foster relational consciousness, dialogue, understanding and inquiry while at the same time helping children to tend to the reasonableness of their emotions in given contexts.

Journal Article 2: Stives, K. L., May, D. C., & Pilkinton, M. (2018). Strategies to combat bullying: Parental responses to bullies, bystanders, and victims.
Abstract: Despite numerous studies on the topic of bullying, there remains a dearth of information on how parents respond to bullying and the extent to which they are aware of their child’s bullying experiences. Using qualitative data from 54 parents in a southeastern state, we explore advice that parents give their children about how to respond when their child is a bullying victim and a bystander in a bullying incident and how fearful parents are of their child being a victim of bullying and reasons behind their fear. Findings demonstrate that parental messages about responding to bullying victimization and intervening on behalf of other bully victims generally mirror those provided by schools as part of their bullying prevention efforts. However, misunderstandings about bullying and bullying responses among parents limit the effectiveness of the strategies they suggest for their children. Implications for bullying prevention programs and research are also discussed.