NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1068075
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: EISSN-1812-9129
How Do Faculty Experience and Respond to Classroom Conflict?
Meyers, Steven A.; Bender, James; Hill, Erin K.; Thomas, Shantha Y.
International Journal of Teaching and Learning in Higher Education, v18 n3 p180-187 2006
We present descriptive data about the nature and correlates of classroom conflict using a national sample of 226 faculty members. We differentiated two different types of conflict, inattentive versus hostile, in our survey. Levels of conflict were not associated with instructors' demographic traits or characteristics of their courses, but were related to professors' choice of teaching methods, their demeanor, and how they responded to challenging situations. We also found that those conflict management techniques that address the relationship between faculty and students were most effective in reducing conflict.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A