ERIC Number: ED136437
Record Type: RIE
Publication Date: 1975-Apr
Reference Count: 0
The Consequences of Student Brinkmanship for the School Organization.
Licata, Joseph W.; Willower, Donald J.
The purpose of this study was to explore some of the differential consequences of student acts of brinkmanship for the student role and the teacher role. A concomitant concern was to investigate the relationship between teacher perceptions of student brinkmanship and teacher pupil control ideology. Three hypotheses were tested in two junior high schools--one traditionally organized that emphasized custodial pupil control, the other with team teaching and modular scheduling that emphasized humanistic control. The instruments used were Osgood's semantic differential technique and the Pupil Control Ideology Form. Contrary to expectations, the students in the custodial school were more euphoric about both student brinkmanship and their everyday classroom life than were students in the humanistic schools. As expected, teachers perceive acts of student brinkmanship as threatening to their social position in the school organization. The degree to which teachers perceive acts of student brinkmanship as threatening was directly related to the teacher's degree of custodial pupil control ideology. (Author/IRT)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (60th, Washington, D.C., March 30-April 3, 1975)