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| Autor/in | Spaulding, Angela McNabb |
|---|---|
| Titel | A Qualitative Case Study of Teacher-Student Micropolitical Interaction: The Strategies, Goals, and Consequences of Student Resistance. |
| Quelle | (1995), (47 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Aggression; Behavior Problems; Case Studies; Classroom Environment; Classroom Techniques; Elementary Education; Qualitative Research; Student Attitudes; Student Behavior; Teacher Attitudes; Teacher Student Relationship |
| Abstract | This report examines part of a qualitative study on the micropolitical classroom strategies, goals, and consequences that occur among the students and a teacher in an elementary classroom. The paper focuses on the students' micropolitical strategies and goals, and the resulting consequences on their classroom teacher. Micropolitics describes the ways in which individuals attempt to influence others through both cooperative and conflictive strategies. Analysis of the data, gathered through participant observation and interviews, revealed two subcategories of student micropolitical influence: passive resistance and aggressive resistance. Passive resistance--repetition, interruption, topic changes, ignoring, and partial compliance--is less direct and less confrontational than aggressive resistance which includes overt protests and use of intermediaries. The goal of passive resistance is to delay, distract, modify, or prevent teacher initiated activities that students dislike but are not willing to risk punishment to prevent; aggressive resistance is used without regard to the risks of punishment. While student resistance can provide feedback to help teachers better meet student needs, aggressive resistance can cause teachers to feel professional incompetence, personal discouragement, job dissatisfaction, and fatigue. Findings suggest that teachers should be prepared to operate in a dynamic and highly micropolitical classroom. Teachers should also be aware of how their actions reinforce certain student micropolitical behaviors, develop a deep awareness of their own political strategies and goals, and understand how their strategies and goals affect students and influence teaching and learning. Recommendations for university teacher education programs include providing opportunities for teachers, both preservice and inservice, to develop micropolitical knowledge and to confront their own micropolitical behavior and analyze that of others. (Contains 39 references.) (ND) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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