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Power And Authority In The Student-Instructor Relationship In A Restorative Practices-Based Graduate Program, John W. Bailie
Power And Authority In The Student-Instructor Relationship In A Restorative Practices-Based Graduate Program, John W. Bailie
Educational Studies Dissertations
This study examined power and authority in the student–instructor relationship in a restorative practices–based graduate program. This qualitative investigation utilized a narrative approach. Ten alumni of the International Institute for Restorative Practices master’s degree programs were engaged in a one-time face-to-face interview and document review of their final master’s degree capstone papers. A listening guide voice-centered method was used as the primary data analysis method. This study found that participants used highly consistent language when describing the teachers and professors who were most meaningful to them, regardless of life stage. The second finding was that participants had meaningful personal experiences …
Cooperative Learning: The Teacher's Perspective, Nancy A. Mickunas
Cooperative Learning: The Teacher's Perspective, Nancy A. Mickunas
Educational Studies Dissertations
This dissertation is an inquiry into what happens when classroom teachers in public schools study and adopt one or more of the cooperative learning models of David and Roger Johnson, Spencer Kagan, and/or Robert Slavin and shift the emphasis of their classrooms from competitive and individualistic to cooperative structures. Method: A representative sample of eighteen kindergarten through twelfth grade public school teachers from the suburbs of Boston were asked to relate their experiences with training and implementation of these cooperative models. The goal of this research was to explore both the common and unique experiences of these teachers and to …