The disclosure dilemma in action: A qualitative look at the effect of teacher disclosure on classroom instruction

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Wayne Journell, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Using Kelly's (1986) four perspectives on teacher disclosure, I analyze the quality of instruction present in the classrooms of six high school government teachers during their coverage of the 2008 Presidential Election, an event that received widespread media attention and elicited strong feelings on both sides of the political spectrum. Four of the teachers chose to remain neutral throughout their coverage of the election by not revealing their candidate preference to their students, while the remaining two teachers disclosed their preferences early in the semester, although in strikingly different ways. The findings of this study offer a practical approach to evaluating the ''disclosure dilemma" encountered by many pre-service and practicing teachers during their classroom instruction.

Additional Information

Journal of Social Studies Research, 35(2), 217-244.
Language: English
Date: 2011
Secondary school teachers, Public schools, Presidential elections, Candidates, Classroom discussion, Social studies

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