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When Avoiding Confrontation Leads to Avoiding Content: Disruptive students’ impact on curriculum

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Catherine D. Ennis, Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: In some high schools, teacher-student confrontations constitute a typical, if unwanted, aspect of the school context. These confrontations are situations in which individuals disagree and are unwilling to negotiate or compromise their positions. Confrontations can range from loud, verbal disagreements to subtle refusals, such as ignoring directions or exhibiting noncompliance.(FN1) Confrontations occur between students, between students and teachers, and between students and administrators. They appear to arise when students perceive they are not being treated fairly, or because they do not find the content useful, or simply because they are bored and recognize that confrontations add excitement to an otherwise humdrum school day.(FN2) Confrontations heighten the stress in teachers' lives. They create an unpleasant context by requiring teachers to assume a defensive posture that directly affects their ability and desire to serve or care for the students in their classes. Confrontations are a negative aspect of context that have the clear potential to limit students' opportunities to learn.

Additional Information

Publication
Journal of Curriculum and Supervision, 11, 145-162.
Language: English
Date: 1996
Keywords
Education, Curriculum, Disruptive students, Noncompliant students, Teacher-student confrontation, High school, Teacher attitudes