ERIC Number: EJ1021509
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: 64
How Teachers Use Power in the Classroom to Avoid or Support Exclusionary School Discipline Practices
Pane, Debra Mayes; Rocco, Tonette S.; Miller, Lynne D.; Salmon, Angela K.
Urban Education, v49 n3 p297-328 Apr 2014
This study explored the relation between classroom interactions and exclusionary school discipline practices within and across four classrooms in a disciplinary alternative school. Critical social practice theory and critical microethnographic methodology supported the examination, interpretation, and analysis of interactive power to illuminate ways of transforming exclusionary school discipline practices. Data showed that exclusionary school discipline practices are mediated through power relations with insights into and implications for transforming exclusionary school discipline practices found in teachers' discipline goals, ideology, and views of culture.
Descriptors: Public School Teachers, Nontraditional Education, Urban Schools, Public Schools, Discipline, Teacher Student Relationship, Power Structure, Teacher Behavior, Ideology, Culture, Interviews, Observation, Ethnography
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Florida