Search results for: Authority
Page 1/1 5 items
The purpose of this article is to present findings from a qualitative investigation into how authority was negotiated in an undergraduate teacher education course in which the author - as the teacher of the course - established course obligations with students through designing individualized grading contracts. The findings suggest that four themes emerged from the data represent potential frameworks for negotiating authority in teacher education: seeking mutually satisfactory agreement, finding several solutions to the problems being negotiated, compromising based on principle rather than pressure, and deriving legitimacy from mutually recognized sources.
Updated: Feb. 13, 2011
The author investigates the behavioral climate and teachers’ use of developmental instruction in predominantly black schools in three databases. The author concludes that consistent with prior research, teachers are much more likely to report incidences of problem behavior in predominantly Black schools. Consequently, the instructional environment in predominantly Black schools and classrooms is tailored somewhat to reduce classroom disruptions and maintain an orderly environment.
Updated: Jun. 01, 2010
In this self-study, a teacher educator and an experienced teacher analyze an unexpected shared opportunity to mentor pre-service elementary educators. Our partnership arose during a graduate course on literacy development for elementary students, serendipitously captured during an extended electronic conversation with the pre-service candidates.
Updated: Jun. 10, 2008
Discussion of educational ideologies offers insights into the debates, historical contexts, and policy and reform agendas that shape the politics of authority while neglecting empirical realities. Qualitative studies present empirical data and analyses on the challenges intrinsic to classroom relations, but, exceptions aside, they often lack explicit attention to authority. More research focused on classroom authority as a social construction is needed to address critical educational concerns for contemporary practitioners, policy makers, and researchers.
Updated: Jan. 15, 2008
This article began as a response to the article 'Action research as narrative: five principles for validation' by Heikkinen, Huttunen and Syrjala, which appears in this issue of Educational Action Research. In so doing it addresses the question 'How can we tell whether an action research study is good?' by arguing that validity is a construct that can be used to evaluate the quality of qualitative research studies, including action research.
Updated: Jan. 07, 2008