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Dissertation Defense

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Kathleen Wagner

on 10 January 2014

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Transcript of Dissertation Defense

Secondary Teacher Candidate Perception of Classroom Social Interaction
Kathleen Wagner, Doctoral Candidate
Dissertation Defense
June 27, 2013
Dr. Peggie Price, Chair
Dr. Barbara Morgan-Fleming
Dr. Romelia Hurtado DeVivas, ENMU

What are teacher candidate perceptions of social interaction in the secondary classroom environment?
What teacher pedagogical behaviors of diversity pedagogy theory (Dimension 4: Culturally Safe Classroom Context (Sheets, 2005) are observable in the secondary classroom?
What contextual classroom conditions support social interaction in secondary classroom environments?
Methodology
Qualitative, multicase study

Site: rural, southwest high schools

Participants
Primary: 3 teacher candidates
Secondary: their cooperating teachers and the university supervisor

Data sources
Questionnaire
9 Interviews
14 Observations
Participant documents
Researcher's journal

Data collection plan (Tab 1)
Constant comparison method (Glaser & Strauss, 1967)
Data management - transcriptions and note cards (Tab 2)

Investigate social interaction between teacher candidates and high school students

Diversity pedagogy theory - Sheets
Classroom disciplinary actions
Brophy, Doyle, Kohn, & Noddings
Student teaching experience
Clift & Brady, Grossman, et al, Lave & Wenger, & Zeicher

Credibility
Prolonged engagement
Persistent observation
Triangulation
Member checks
Confirmability
Triangulation
Audit trail (Tab 3)
Dependability
Audit trail
Researcher's journal
Transferability
Purposive sampling
Questionnaire



Themes Emerge
Candidate perception (Tab 4)
Diversity pedagogy theory behaviors
Classroom conditions

Candidate age
Candidate high school experience
Amiability
Candidate Perception of Classroom Social Interaction
Professional Interpersonal Connection
Humor
Physical proximity
Affirmation
Inclusive language
Student extracurricular activities
Student papers
Unprofessional Interpersonal Connection

Directives
Language separation
Professional dress
Naming conventions
Professional Interpersonal Separation
Diversity Pedagogy Theory Behaviors
Aware of student interactions
Identify cultural behaviors and adapt
Promote self-control
View self equally responsible for disruptions and order
Acquire skills and strategies
Understand reciprocal interpersonal process
Classroom Contextual Conditions
Cooperating teacher influence
Candidate caring behaviors
Crossing "The Line"
Representation of Data: Language Separation
Tom
Let's see what you did wrong (O-2-38)
I didn't see the point of going over any more problems, so I let them get to work (J-2-3)
Anna
When they have completed the worksheet, they will move on to taking the test (J-1-40)
I allowed them to spend most of the class period working on their packets (J-5-13)
Allotted amount of time (O-2-13)
Matthew
If you are really good, I will let you pick your group (O-3-53)
Rich words that they don't know and maybe I can explain to them (I-2-50)
They wanted a response from me and I just said, "No comment" (I-2-19
)
Representation of Data: Humor
Ms. Hughes (US)
I don't know why, but kids have a tendency to tell off color jokes to teachers if they think they [candidates] are comfortable with that (I-1-17)

Anna
Seniors reading a story with "buttonhole" - she shook her head (I-1-39)
How many of you struggle with your own thoughts? Oh, just four of you - she teased (O-1-23)
Tom
They talked about a movie, Ted, the other day. They asked if I should watch it, and I was like, "Uh, I don't think that 's a good movie to watch" (I-1-13)
Playfully told students they were a "bunch of slackers" when they complained about working (O-2-9)
Matthew
'I want you' propaganda posters - Did not give attention to student laughter (O-3-57)
Poster project: Anything you want to get. If you want a good grade, bedazzle it (O-3-41)
Mr. Napier (Matthew's CT)
He jokes with them without being a comedian and it puts them at ease instead of being a rigid task master in front of them (I-1-6)
Representation of Data: Student Extracurricular Activities
Tom
I tend to ask them about sports... I'll ask them how they did on their FFA meet or just whatever kind of extracurricular activity they do (I-2-34)
Attended basketball game (Researcher's journal, Jan. 31)
Ms. Lucas (Tom's CT)
He sees them outside of the class some. He plays basketball with them when they have open gym
Matthew
Shared that when he was in high school he was closer to his teachers who attended extracurricular activities (Cohort Meeting-1-37; I-2-15)
Mr. Napier (Matthew's CT)
He takes an interest in them as individuals. He will, if he knows they are involved in some extracurricular or something they mentioned in class, he'll ask about that (I-1-4)
Anna
Shared how she was having discipline problems with a student but after she attended the student's softball game, the student behaved better in class (I-2-17)
Mr. Carson
She even helped them choreograph some stuff... we have kids... in the play... gets to know them outside the classroom and I think that's important (I-1-28)
Representation of Data: Candidate Age
Tom
They are more comfortable because of your [my] age and know that you're [I'm] fresh out of school. So they know you're [I'm] trying to help them... but just being four years out of high school...students could be your friends potentially (I-2-23)
Ms. Lucas
Sometimes they react differently to him than me. Sometimes he gets a better reaction. Mainly because I think part of it is the age difference. He's younger. (I-1-7)
Anna
I feel because I am younger, they feel comfortable talking to me about certain things... (I-2-42)
It's hard for me because I see them and I associate what I see with my friends back home... it's been a challenge for me
Mr. Carson
It's like a peer thing and you [candidate] have to be real careful (I-1-5)
Matthew
My age is a strength...(share how he understood the students' comments when Mr. Napier did not) (I-2-26)
Ms. Hughes
Candidates must not treat them as an equal (I-1-14)
Representation of Data: Crossing "The Line"
Matthew
I felt like maybe I joked around too much... you need to know there's a line (I-2-55)
I don't add my students on Facebook (I-2-18)
Tom
Find the happy medium...keep them on task (I-2-4)
Rule of thumb would be not to talk to them as your friend (I-2-6)
Ms. Lucas (Tom's CT)
You don't carry on casual conversations (I-1-6)
Ms. Hughes
I don't think a teacher should give their telephone number to students, because...going to cross the line...it starts into personal life and gets too personal...you've got to maintain that professionalism (I-1-9)

Trustworthiness Criteria
(Lincoln & Guba, 1985)
Purpose
Research Questions
Theoretical Framework
Representation of Data: Students' Social Interaction
Tom
Positive teacher-student interaction deters student-student interaction that causes students to get off task (I-1-23)
Matthew
He really gets the classroom going; off task behaviors (I-1-30;O-3-55)
Students were not allowed to choose their group; I picked your groups. You can get mad at me and not each other. (O-3-25)
Anna
Told her student to get into groups (O-3-4)
Students were told they could talk quietly until the bell rang (O-2-35)


Representation of Data: Cooperating Teacher Influence
Matthew
Mr. Napier was directing the students to me when they had questions about the review (J-1-1)
Tom
Was having difficulty solving math problems as he worked one-on-one with students (O-1-25)
Ms. Lucas: Mr. Brandon, do know how to find the function on the graphing calculator? (O-1-34)
Anna
Mr. Carson chimed in to really get them involved, and he told them that their ability to go off campus next year as sophomores for lunch was being taken away (J-5-35)
Implications
Teacher Education Programs
Teacher Educator
Teacher Candidate
Cooperating Teacher
More field experience
Assessment procedures that require precise data collection on teacher-student relationship; professional rapport
Placement procedures that maximize likelihood of culturally responsive CT
Pedagogy that articulates developing and sustaining professional rapport
Integration of extracurricular school activities in coursework
Focus on professional interpersonal separation at the beginning of student teaching
Reflective practices on ability to cultivate positive teacher-student relationships
Understanding of how candidate social interaction is influenced
Future Research
First-year teachers close in age with high school students
Connection between social interaction and discipline issues
Student-to-student interaction in high school classrooms
Behaviors that cross "the line"

Thank you for coming!

Questions????
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