Citation

Teacher Expectations and Principal Behavior; Responding to Teacher Acquiescence

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Abstract:

The researcher examined whether White teachers were more likely than Black teachers to engage in deal-making (i.e. lower expectations by acquiescence to student disengagement) with the Black, at-risk, alternative school students. Further, in the instances where deal-making did actually occur, the researcher asked if deal-making was a result of teacher’s fear of student disruption and hopes for classroom harmony, or because of low teacher expectations. And finally, this research looked at whether or not the school leader was able to counteract teacher-student deal-making.

Most Common Document Word Stems:

student (83), teacher (83), expect (39), disengag (25), school (25), black (20), deal (20), research (19), social (18), make (18), deal-mak (17), leadership (17), white (16), acquiesc (14), behavior (14), academ (14), risk (13), princip (12), educ (12), studi (11), classroom (11),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p377792_index.html
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MLA Citation:

Khalifa, Muhammad. "Teacher Expectations and Principal Behavior; Responding to Teacher Acquiescence" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p377792_index.html>

APA Citation:

Khalifa, M. , 2009-11-19 "Teacher Expectations and Principal Behavior; Responding to Teacher Acquiescence" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p377792_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The researcher examined whether White teachers were more likely than Black teachers to engage in deal-making (i.e. lower expectations by acquiescence to student disengagement) with the Black, at-risk, alternative school students. Further, in the instances where deal-making did actually occur, the researcher asked if deal-making was a result of teacher’s fear of student disruption and hopes for classroom harmony, or because of low teacher expectations. And finally, this research looked at whether or not the school leader was able to counteract teacher-student deal-making.


Similar Titles:
Is teaching or teaching Black students more stressful? Racial literacy and socialization of White female education practitioners in urban schools

A Case Study of Teachers’ Responses to Students’ Challenging Behaviors: Concerns for Educational Equity and Social Justice

Evaluating school principals: A pilot study. Feedback for improved leadership performance and student academic outcomes.


 
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