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The purpose of this study was to answer the following question, How does one's conceptualizations of misbehavior account for the way classroom misbehavior is constructed, interpreted, and negotiated between teachers

The purpose of this study was to answer the following question, How does one's conceptualizations of misbehavior account for the way classroom misbehavior is constructed, interpreted, and negotiated between teachers and students? The literature on school disciplinary inequities from 2000 to 2010 was systematically reviewed. Utilizing qualitative research methods, this study drew insights from sociocultural theory and symbolic interactionism to investigate discipline inequities in moment-to-moment interactions between students and teachers during classroom conflicts.

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    Date Created
    • 2014
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ph. D., Arizona State University, 2014
      Note type
      thesis
    • Includes bibliographical references (p. 209-226)
      Note type
      bibliography
    • Field of study: Curriculum and instruction

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    Statement of Responsibility

    by Rebecca Neal

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