NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ821662
Record Type: Journal
Publication Date: 2008-Nov
Pages: 22
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-1040-9289
Emerging Empowerment: Conflict Resolution Intervention and Preschool Teachers' Reports of Conflict Behavior
Doppler-Bourassa, Elizabeth; Harkins, Debra A.; Mehta, Clare M.
Early Education and Development, v19 n6 p885-906 Nov 2008
Research Findings: The interview responses of 4 teachers who participated in a community-based intervention for violence prevention were examined to understand the impact of the intervention on teacher development. Transcripts of teacher interviews before and after the intervention were analyzed using interpretative phenomenological analysis. Themes of empowerment emerged in teachers' discussions of children's peer conflict. Two follow-up chi-square analyses were conducted to establish quantitative support for changes in teacher empowerment in this community. Changes in teachers' differential use of positive and negative emotion statements and volitional cognitive statements in interviews before and after the intervention were examined. Practice or Policy: Findings supportive of changes in teacher empowerment included teachers' increased use of language suggestive of choice (e.g., want) and decreased use of language suggestive of obligation (e.g., need) and negative emotion (e.g., angry, sad) following the intervention. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A