The Fading and Remodeling of Teacher Authority

Based on the Social Cognitive Domain Theory, the paper explored the adolescents’ conceptions of teacher authority in different domains and their relations to rule violations in school. The main results are: 1) Adolescents viewed moral, conventional, and prudential issues as legitimately subject to teachers’ authority and personal issues as under personal jurisdiction, but they were equivocal about contextually conventional issues. 2) Seventh graders judged all acts as more legitimately subject to teachers’ authority, all rule violations as more negative than did older students. 3) Compared with adolescents from big cities, adolescents from rural area viewed moral, conventional, contextually conventional, and personal issues as more legitimately subject to teacher authority, and endorsed less personal jurisdiction over those issues; but there were no significant differences in moral domain. 4) Male subjects reported more violations in conventional and prudential domain. 5）Adolescents’ older age, less endorsement of legitimacy of teacher authority, and greater dislike for school predicted more teacher- and self-reported misconducts. Implications for moral education from these results were also discussed.

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Using Online Writing Communities to Teach Writing MOOCs

Handbook of Research on Writing and Composing in the Age of MOOCs - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-1718-4.ch019 ◽

2017 ◽

pp. 317-330

Author(s):

Rebekah Shultz Colby

Keyword(s):

Online Courses ◽

Technical Writing ◽

Writing Classroom ◽

Rhetorical Situation ◽

Online Writing ◽

Teacher Authority ◽

Writing Genres ◽

Style Guides ◽

Writing Communities ◽

Pedagogical Approaches

The immense enrollment capacity of massive open online courses (MOOCs) radically decenters student and teacher authority in the writing classroom. However, online writing communities teach each other how to write effectively within that community, a type of writing instruction which could be leveraged in a MOOC. The author qualitatively coded the types of writing questions and feedback posted on a technical writing forum, Technical Writing World and discovered that writing questions focused on technical writing genres, style guides, documentation practices, lower order concerns, and revision or outsourcing of work. Responses often directed the original poster to research the rhetorical situation within a specific company. The author then outlined three pedagogical approaches for writing MOOCs: students could ask writing questions from professionals on similar writing websites, conduct qualitative studies of similar online writing communities to learn their underlying writing values, and participate in MOOCs that were organized to be communities of practice.

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Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16071163 ◽

2019 ◽

Vol 16 (7) ◽

pp. 1163 ◽

Cited By ~ 4

Author(s):

Ida Risanger Sjursø ◽

Hildegunn Fandrem ◽

James O’Higgins Norman ◽

Erling Roland

Keyword(s):

School Climate ◽

Cyber Victimization ◽

Structured Interviews ◽

Teacher Authority ◽

Growing Body ◽

Traditional Victimization ◽

And Control ◽

Special Responsibility ◽

Class Teacher ◽

Practical Implications

A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and /or cyber victimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. Class teacher refers to the teacher that has a special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed.

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