Understanding the Play of Tacit Social Modelling in Classroom Interactions: A Qualitative Analysis

Autor/in	Sawhney, Sonia
Titel	Understanding the Play of Tacit Social Modelling in Classroom Interactions: A Qualitative Analysis
Quelle	In: Compare: A Journal of Comparative and International Education, 48 (2018) 4, S.590-607 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2017.1339262
Schlagwörter	Teacher Attitudes; Discipline; Teacher Student Relationship; Student Characteristics; Socioeconomic Status; Observation; Parent Attitudes; Parent Teacher Cooperation; Social Class; Power Structure; Modeling (Psychology); Foreign Countries; Semi Structured Interviews; Case Studies; India + Suchen Sie Ihr Suchwort? Lehrerverhalten; Disziplin; Teacher student relationships; Lehrer-Schüler-Beziehung; Socio-economic status; Sozioökonomischer Status; Beobachtung; Elternverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Social classes; Soziale Klasse; Modeling; Modelling; Modellierung; Ausland; Case study; Fallstudie; Case Study; Indien
Abstract	This exploratory study investigates the influence of teachers' perception of students' socio economic position (SEP) on the disciplinary practices they adopt in classrooms. Qualitative data were collected using classroom observations and interviews with students, their parents and teachers. Findings highlight differentiated disciplinary practices based on students perceived SEPs. Significant differences were evident in classroom observations and students' description of their disciplinary experiences. Differences were also manifested in parents' description of teachers' interactions with both students and parents. Findings also indicate that teachers' social class has no bearing on parents' perceptions of teachers' attitudes towards them. However, from the parents' viewpoint, their SEP may explain teachers' varied interactions towards parents and students from diverse backgrounds. Findings further indicate the implicit play of hierarchy and power within classroom settings was not lost on students who in turn engaged in the same manner during peer interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01