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Principals' perceptions of teacher-s...

Bloodsaw, Yolanda E.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Principals' perceptions of teacher-student interactions in diversifying suburban middle schools./
作者:	Bloodsaw, Yolanda E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	264 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Educational leadership. -
電子資源:	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.
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