Teacher Perceptions of Decision-Making with Aggressive Students: A Multiple Case Study

Autor/in	Lunde, Jessica Estelle
Titel	Teacher Perceptions of Decision-Making with Aggressive Students: A Multiple Case Study
Quelle	(2023), (319 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The George Washington University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0805-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Decision Making; Case Studies; Teacher Student Relationship; Aggression; Teacher Effectiveness; Professional Autonomy; Kindergarten; Elementary Secondary Education; Recall (Psychology); Teacher Evaluation; Accountability; Stress Variables; Educational Objectives + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Berufsfreiheit; Abberufung; Teacher appraisal; Lehrerbeurteilung; Verantwortung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Teacher decision-making has been widely studied; however, teacher decision-making specifically with students who have been identified as aggressive has not. This qualitative case study investigated teacher decision-making with three traditional public-school K-12 teachers through case study methodology. Data were gathered through a semi-structured interview, a stimulated recall interview, journal entries, and an observation. The Listening Guide as well as emotion coding of facial expressions was used in the analysis process. Three themes emerged across the case studies: school context, teachers' inner landscape, and the student and teacher relationship. In all three cases, the power of the environment had a significant effect on the range and type of decisions teachers were able to make. Levels of autonomy and efficacy (high and low) were also affected. The data showed the importance of positive relationships and suggested that conscious and unconscious internal states influence teachers' decisions. The data also suggested that high-stakes teacher evaluation systems negatively affect decision-making specifically with this population, possibly due to the reprioritization of goals and teacher stress. Based on these findings, recommendations are offered for policy and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01