Persistent Link:
http://hdl.handle.net/10150/187458
Title:
Students' perceptions of teachers' disciplinary actions.
Author:
Brown, Elizabeth
Issue Date:
1996
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to determine secondary school students' perceptions regarding misbehavior and teacher disciplinary actions. The subjects for this study were 11 students considered "at risk" by a school district. Semi-structured interviews were conducted with each research subject. The major stimuli for interview questions were 12 vignettes describing different instances of problematic student behavior. The subjects were asked about what they would expect teachers to do in each situation as well as the extent of their agreement with predicted teacher actions. The subjects were also asked about factors they believed affect teacher actions when students misbehave and what they believed were the major problems existing in schools. Findings from the interviews indicated that the subjects in this study had well developed perceptions of how they would expect teachers to act in situations involving student problem behaviors. They seemed to have a concept of misbehavior that was similar to what many teachers would have. Furthermore, the subjects perceived that at least some teachers treat students differently, based solely on the ethnicity and cultural backgrounds of the students.
Type:
text; Dissertation-Reproduction (electronic)
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Ames, Wilbur S.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleStudents' perceptions of teachers' disciplinary actions.en_US
dc.creatorBrown, Elizabethen_US
dc.contributor.authorBrown, Elizabethen_US
dc.date.issued1996en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to determine secondary school students' perceptions regarding misbehavior and teacher disciplinary actions. The subjects for this study were 11 students considered "at risk" by a school district. Semi-structured interviews were conducted with each research subject. The major stimuli for interview questions were 12 vignettes describing different instances of problematic student behavior. The subjects were asked about what they would expect teachers to do in each situation as well as the extent of their agreement with predicted teacher actions. The subjects were also asked about factors they believed affect teacher actions when students misbehave and what they believed were the major problems existing in schools. Findings from the interviews indicated that the subjects in this study had well developed perceptions of how they would expect teachers to act in situations involving student problem behaviors. They seemed to have a concept of misbehavior that was similar to what many teachers would have. Furthermore, the subjects perceived that at least some teachers treat students differently, based solely on the ethnicity and cultural backgrounds of the students.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairAmes, Wilbur S.en_US
dc.contributor.committeememberRankin, James R.en_US
dc.contributor.committeememberClark, Donald C.en_US
dc.identifier.proquest9626478en_US
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