東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Principals' perceptions of teacher-s...

Bloodsaw, Yolanda E.

Linked to FindBook

Google Book

Amazon

博客來

Principals' perceptions of teacher-student interactions in diversifying suburban middle schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Principals' perceptions of teacher-student interactions in diversifying suburban middle schools./
Author:	Bloodsaw, Yolanda E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	264 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10104997
ISBN:	9781339685120

Principals' perceptions of teacher-student interactions in diversifying suburban middle schools.
Bloodsaw, Yolanda E.

Principals' perceptions of teacher-student interactions in diversifying suburban middle schools. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 264 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Wayne State University, 2016.

This qualitative study examined the kinds of troublesome teacher-student interactions that principals in a large Midwestern metro community manage. Personal interview data from nine suburban middle school principals as well as a group interview with four of the nine participants followed an interpretivist paradigm. This study found that the tense teacher-student interactions are triggered by conflicting perceptions held by students and teachers as a result of racial/cultural differences and socioeconomic status. Conflicting perceptions included stereotypes, cultural insensitivity, student motivation, student survival, loud Black kids, and tardiness. The bulk of the teacher-student interactions described by participants primarily concerned interactions between the predominantly White suburban teaching staff and African American students from urban core areas. Considering the vantage points of students and teachers via the perceptions of self, race, culture, and socioeconomics helped frame the principals' understanding of the teacher-student interactions and provided opportunities to examine and discuss their leadership practices as well as advice to aspiring principals and district administrators. This study concludes with recommendations to improve school settings that are diversifying.

ISBN: 9781339685120Subjects--Topical Terms:

529436
Educational leadership.

Principals' perceptions of teacher-student interactions in diversifying suburban middle schools.
LDR:02299nmm a2200325 4500 001 2117223
005 20170515104716.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339685120
035 $a (MiAaPQ)AAI10104997
035 $a AAI10104997
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bloodsaw, Yolanda E. $3 3278989
245 1 0 $a Principals' perceptions of teacher-student interactions in diversifying suburban middle schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 264 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Karen L. Tonso.
502 $a Thesis (Ph.D.)--Wayne State University, 2016.
520 $a This qualitative study examined the kinds of troublesome teacher-student interactions that principals in a large Midwestern metro community manage. Personal interview data from nine suburban middle school principals as well as a group interview with four of the nine participants followed an interpretivist paradigm. This study found that the tense teacher-student interactions are triggered by conflicting perceptions held by students and teachers as a result of racial/cultural differences and socioeconomic status. Conflicting perceptions included stereotypes, cultural insensitivity, student motivation, student survival, loud Black kids, and tardiness. The bulk of the teacher-student interactions described by participants primarily concerned interactions between the predominantly White suburban teaching staff and African American students from urban core areas. Considering the vantage points of students and teachers via the perceptions of self, race, culture, and socioeconomics helped frame the principals' understanding of the teacher-student interactions and provided opportunities to examine and discuss their leadership practices as well as advice to aspiring principals and district administrators. This study concludes with recommendations to improve school settings that are diversifying.
590 $a School code: 0254.
650 4 $a Educational leadership. $3 529436
650 4 $a Middle school education. $3 969762
650 4 $a Multicultural Education. $3 2122919
650 4 $a Ethnic studies. $2 bicssc $3 1556779
650 4 $a Cultural anthropology. $3 2122764
690 $a 0449
690 $a 0450
690 $a 0455
690 $a 0631
690 $a 0326
710 2 $a Wayne State University. $b Educational Evaluation and Research. $3 1672245
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 0254
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10104997