Using national data from the Survey of the Status of Social Studies (S4), this study examined the associations between teacher-level and school-level factors as well as testing policy, and the self-reported levels of authority and control over key classroom tasks among secondary school social studies teachers in the context of high-stakes accountability. This research sought to identify the importance of teacher authority in the classroom and how 6-12 social studies educators' professional authority is associated with teachers' professional characteristics (their degree background, teaching experience, and licensure paths), school-related factors (school types, school context, school poverty levels, and minority enrollment levels), and state testing policy. A conceptual framework was developed to guide the selection of specific predictor and control variables and to examine the three theoretically based models through hierarchical multiple regression analysis techniques. The analytic sample included grades 6-12 social studies teachers (N=6,703). Key findings from this study indicated that, as hypothesized, teacher-level characteristics significantly predicted secondary social studies teachers' classroom authority. Self-reported levels of teacher authority were maldistributed across the types of school, school context, school poverty levels, and minority enrollment levels. Greater minority and low-income student enrollments were associated with less authority and control in the classroom. Also, state testing policy significantly predicted social studies teacher authority. Specifically, middle and junior high school teachers who gave state mandated social studies tests reported significantly lower levels of authority and control than those who did not. On the other hand, high school teachers who gave state mandated social studies tests reported significantly higher levels of authority and control than those who did not. Also, teachers who believed that state test results impacted their job security reported lower levels of authority and control than those who did not feel such pressure.

In educational research, the concept of school climate has been linked to quality teaching, teacher-pupil relations, and explicit values education, among others. In Sweden, despite showing positive teacher-pupil relations, critiques towards classroom management and a lack of teacher authority, which affect its school climate, have been made. This research aims to compare different teacher-pupil authority relations and their influence on the transmission of the hidden curriculum in Sweden. The study is going to be framed within the perspectives, definition, and current research on the hidden curriculum transmission and Wrong’s types of authority applied to classroom contexts. Non-participatory observations were conducted in a municipal school, an independent school, and an international school located in Sweden to collect data for this research. These observations take place within two Grade 9 classrooms of grundskola, and a Grade 3 classroom of gymnasieskolan. Maribel Blasco’s operationalisation of the hidden curriculum is adapted to classroom contexts to conduct the observations. Findings were described and compared considering the author’s ontology and epistemology, the operationalisation of the hidden curriculum, and the theoretical framework that guided this research. The findings of this research relate to the implicit transmission of values through authority responses, the teacher’s classroom management strategies and teaching style, their consistency and coherence in the application of classroom rules, and the implicit transmission of messages through pedagogical strategies. The researcher outlines the implications that this study has for teacher training programmes in Sweden. The direction of further research is also delimited.

The dissertation thesis deals with bases of establishing and maintaining authority in education from the perspective of student teachers in the international context. The thesis is divided into six chapters, the first three of which lay down its theoretical groundwork. In the first chapter the term authority is defined both generally and from the point of view of education, then it is classified and categorized, which is followed by an outline of possible dilemmas authority may cause in education. The second chapter charts both internal and external determinants of establishing and maintaining authority in education, i.e. it deals with the influence of teacher's personality and expertise, pupil, interaction of a teacher and a pupil, official pedagogical documents, as well as social and cultural factors. The theoretical part is concluded by the review of the contemporary research of authority in education. The fourth chapter presents the research question and characterizes bases of the selected research methodology - grounded theory. Also, it describes the research plan and utilized qualitative and quantitative research methods, which include free word associations, sentence completion, mind mapping, short written narratives, focus group, and adapted QTI. The chapter also concerns itself with...

Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-12T17:04:05Z No. of bitstreams: 1 Estela Elisabete Reichert_.pdf: 4450802 bytes, checksum: 581de2c5709ee12c26449cde0483e29e (MD5) / Made available in DSpace on 2015-06-12T17:04:05Z (GMT). No. of bitstreams: 1 Estela Elisabete Reichert_.pdf: 4450802 bytes, checksum: 581de2c5709ee12c26449cde0483e29e (MD5) Previous issue date: 2015-02-24 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação investiga os processos de constituição de determinados sentidos para autoridade docente no âmbito da Educação Infantil na Contemporaneidade. O campo teórico que fundamentou a pesquisa – Pós-estruturalismo – oferece ferramentas que foram aqui utilizadas para identificar e descrever relações de poder que participam do processo de significação da autoridade docente nas relações educativas contemporâneas. Para fazer esta investigação, desenvolvi um trabalho de campo embasado em princípios da etnografia. Acompanhei uma turma de Nível III de Educação Infantil por um período de quatro meses, fazendo registros no caderno de notas; coordenei um grupo focal com crianças entre cinco e seis anos de idade – totalizando um grupo de 15 crianças; e entrevistei a professora titular dessa turma. Estes dois últimos procedimentos foram realizados com o objetivo de complementar as informações obtidas durante as observações. Para construir as unidades analíticas, organizei o material empírico utilizando os conceitos de autoridade e poder, buscando descrever e analisar duas tecnologias de poder – afeto e cuidado –, as quais operam na constituição de determinados sentidos para autoridade docente. Ao fazer isso, procurei mostrar que a autoridade docente no âmbito da Educação Infantil é constituída por práticas de afeto e de cuidado definidas na relação adulto-criança, principalmente na relação entre a professora e o grupo de alunos e alunas. Pode-se mostrar que o cuidado e o afeto aparecem como atributos essenciais para o exercício docente, principalmente para a constituição e naturalização de uma forma de autoridade docente feminina na Educação Infantil – a da professora cuidadosa e afetuosa. Ainda, pode-se considerar que o afeto e o cuidado (compreendidos de modo naturalizado) são uma condição para o exercício da docência com crianças, deixando em segundo plano a formação acadêmica específica para a atuação na área. Por fim, pode-se mostrar que essas tecnologias de poder operam na condução da conduta das crianças nas relações educativas e nas formas de exercer a autoridade docente. / This dissertation investigates the processes of constitution of certain meanings of teacher authority in Children Education in Contemporaneity. The theoretical field on which this research has been based - Post-Structuralism - has provided the tools to identify and describe power relations that take part in the process of signifying teacher authority in contemporary education relationships. The investigation has involved a field work based on ethnographical principles. I followed up a Level III Children Education group for four months recording data on a notebook; I coordinated a focal group with fifteen 5-6 year-old children; and interviewed the teacher in charge of that group. The last two procedures were performed in order to complement information obtained along the observations. To construct the analytical units, I organized the empirical material by using the concepts of authority and power, in an attempt to describe and analyze two power technologies - affection and care - which operate on the constitution of certain meanings of teacher authority. By doing so, I have tried to show that teacher authority in Children Education is constituted of affection and care practices defined in the adult-child relationship, particularly in the relationship established between the teacher and the group of students. It is possible to evidence that care and affection have emerged as essential attributes of teacher performance, mainly in the constitution and naturalization of a form of female teacher authority in Children Education - the affective and regardful teacher. Moreover, we can consider that affection and care (understood from a naturalized perspective) are regarded as conditions to teach children, while specific academic education is given lower priority. Finally, we can evidence that such power technologies operate on the conduction of conducts of children in both educational relationships and ways of exercising teacher authority.

This thesis explores how the inclusion of students’ out-of-school literacies in a secondary English classroom affects students’ engagement, motivation, and sense of community. A mixed case study and action research approach was used in which the researcher taught a semester long multi-grade senior English class which used hip hop as its core content. Data was collected using audio field notes, focus group, one-on-one interviews, and written communication. Findings revealed that students felt the inclusion of hip hop made this English class more relevant and meaningful to the students and helped to foster a strong sense of community among the class members. This study also found that student-directed curriculum, teacher vulnerability, and the inclusion of community members as mentors were very important to the students’ sense of community. This sense of community, however, did not extend beyond the classroom. / Graduate

The main objective of this thesis, entitled "Teacher's Authority from Students' Points of View in Second Stage of Basic Education," is to discover the views of pupils on the teacher's authority and to map potential differences in the answers of students depending on their sexes and school success. The thesis is divided into two parts. The first part systematically describes theoretical knowledge related to the teacher's authority. At first it defines the concept of authority as a general term, followed by a section that focuses on the teacher's authority and its crisis and connection between and the upbringing and discipline in the classroom. The second part of the thesis focuses on empirical research, where methods of the questionnaire were used.

This diploma thesis is concerned with authority of a novice teacher based on their usage of his or her interaction style in a classroom. The aim of this thesis is to find out how teachers and their pupils perceive particular interaction styles of a teacher with regard to establishing and using their authority. The theoretical part of this thesis consists of three chapters. The first chapter deals with the terms authority and teacher's authority, emphasizing pupils' point of view and in connection with this introduces its classification of authority types. The next chapter inquires into interpersonal behaviour of a teacher, definition of their interaction style and ways of its detection in practise. The third chapter is concerned with the issues of novice teacher emphasizing their problems in interaction with their pupils which can appear at the beginning of their professional career. Practical part is primarily based on a quantitative inquiry implemented with the help of modified standardized questionnaires QTI investigating the interaction style of a teacher. Their task was to give feedback to the teachers who participated in the inquiry and discover how the interaction models of novice teachers differ from their pupils' versions, alternatively among particular classes. The questionnaires were...

[pt] Esta dissertação tem como objeto de estudo a autoridade docente na relação com os jovens-estudantes de ensino médio. A pesquisa qualitativa é realizada em uma escola pública estadual, localizada na zona sul da cidade do Rio de Janeiro. O objetivo é identificar como duas professoras, que ministram as aulas de Filosofia e Sociologia, constituem a sua autoridade na relação com os jovens-estudantes que cursam o 2º ano do ensino médio. Para tanto, a investigação acontece na sala de aula, através de três procedimentos metodológicos: observação (o visto), entrevista (o dito) e o questionário (o escrito). Ao longo da investigação, pôde-se constatar que a autoridade docente se constitui através da articulação de um conjunto de aspectos atitudinais, pedagógicos e profissionais, que se sobrepõem e se complementam. A base desta constituição é a relação que se estabelece entre professores e estudantes. Diante disso, o principal sentido da escola para os jovens-estudantes do ensino médio é a socialização. Conclui-se, portanto, que, para além de assegurar o direito de acesso a todos e o oferecimento do ensino gratuito de qualidade, a escola pública estadual tem outro desafio tornar-se um espaço de socialização entre as diferentes gerações, no qual as bases de sua estrutura sejam as relações democráticas, o afeto e o diálogo. / [en] This dissertation has as object of study the teacher authority in the relationship with young high school students. The qualitative research is carried out in a state public school, located in the southern part of the city of Rio de Janeiro. The objective is to identify how two teachers, who teach the classes of Philosophy and Sociology, constitute their authority in the relationship with the young-students who attend the 2nd year of teaching. Therefore, the investigation takes place in the classroom, through three methodological procedures – observation (the visa), interview (the saying) and the questionnaire (the written). Throughout the investigation, it was observed that the teacher authority is constituted through the articulation of a set of attitudinal, pedagogical and professional aspects, which overlap and complement each other. But the basis of this constitution is the relationship that is established between teachers and students. Therefore, the main meaning of the school for high school students is socialization. It is concluded, therefore, that in addition to ensuring the right of access to all and the provision of quality free education, the state public school has another challenge: to become a space of socialization between the different generations, in which the bases of its structure are democratic relations, affection and dialogue.