Literaturnachweis - Detailanzeige
| Autor/in | Sanute, Pierce J. |
|---|---|
| Titel | What Power? A Mixed Methods Study of Nonformal Education Teacher Perceptions of Social Power |
| Quelle | (2012), (126 Seiten)
PDF als Volltext Ph.D. Dissertation, Capella University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-2678-3344-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Power Structure; Nonformal Education; Teachers; Teacher Attitudes; Mixed Methods Research; Teacher Student Relationship; Teacher Surveys |
| Abstract | Nonformal education opportunities abound and constitute a substantial educational presence. The teacher-student relationship affects the quality of teacher work and the student experience, including student achievement and satisfaction, in both formal and nonformal settings. One way to describe the teacher-student relationship is through the use of social power, defined as the ability of one party to change or control the behavior, attitudes, opinions, objectives, needs, and values of another party. The use of social power in the formal classroom is well researched and documented. The use of social power from the perspective of the nonformal education teacher is not as well documented. This mixed methods study examined the perceptions and use of social power from the perspective of the nonformal education teacher by identifying what types of social power nonformal education teachers use and how they use that social power to positively influence student achievement and satisfaction. In this study, nonformal education teachers completed a survey instrument, demographic survey, and answered a series of open-ended questions. Participants identified expert power as the type of social power used most in the classroom and coercive power as used least. Participants perceived using social power to maintain classroom environment, promote attendance and retention, build trust and relationships with students, and encourage feedback from students to influence student achievement and satisfaction. Recommendations include replicating this study in other nonformal education settings and providing professional development opportunities for using social power in the nonformal education classroom. Also, it is recommended to examine social power in the nonformal education classroom from the perspective of the teacher and the student, at the same time using similar instruments to create a coordinated effort of gathering and comparing data. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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