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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- Partial requirement for: Ph. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 209-226)Note typebibliography
- Field of study: Curriculum and instruction