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Middle School Teacher Perspectives on Controversial Questions: A Grounded Theory Approach Using Vignettes to Discover Teachers' Reasons for Their Responses

Jones, Karen Ann
http://rave.ohiolink.edu/etdc/view?acc_num=ashland1322676165

Abstract Details

2011, Doctor of Education, Ashland University, College of Education.
This dissertation focused on teachers' reasons of why they were willing or reluctant to have discussions of a controversial nature. This dissertation used vignettes in an emergent grounded theory approach. Interviews and focus groups consisted of eight male and 27 female middle school teachers in central Ohio. A division of teachers into two groups of willing and reluctant revealed numerous findings. Willing teachers employed teachable moments through educationally relevant discussions and understood adolescents' struggles through moral development. Reluctant teachers resented the lack of teaching time or were uncomfortable with controversial discussions in their classrooms. The results of this research recommended that teacher education programs provide additional information about moral developmental of middle school students.
Carla Edlefson, PhD (Committee Chair)
David Kommer, EdD (Committee Co-Chair)
Carl Walley, PhD (Committee Member)
Robert Thiede, PhD (Committee Member)
152 p.
Middle School Education
middle school; moral development; character education; vignettes; controversial questions

Recommended Citations

Citations

  • Jones, K. A. (2011). Middle School Teacher Perspectives on Controversial Questions: A Grounded Theory Approach Using Vignettes to Discover Teachers' Reasons for Their Responses [Doctoral dissertation, Ashland University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1322676165

    APA Style (7th edition)

  • Jones, Karen. Middle School Teacher Perspectives on Controversial Questions: A Grounded Theory Approach Using Vignettes to Discover Teachers' Reasons for Their Responses. 2011. Ashland University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ashland1322676165.

    MLA Style (8th edition)

  • Jones, Karen. "Middle School Teacher Perspectives on Controversial Questions: A Grounded Theory Approach Using Vignettes to Discover Teachers' Reasons for Their Responses." Doctoral dissertation, Ashland University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1322676165

    Chicago Manual of Style (17th edition)

ashland1322676165
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© 2011, all rights reserved.
This open access ETD is published by Ashland University and OhioLINK.