scholarly journals How Do Elementary School Teachers Promote Positive Changes in Children? Hypothetical Models Generated by the Modified Grounded Theory Approach

2013 ◽  
Vol 61 (3) ◽  
pp. 323-339
Author(s):  
NAOMI SUNAMI
Keyword(s):  
Elementary School ◽  
Grounded Theory ◽  
Elementary School Teachers ◽  
Theory Approach ◽  
School Teachers ◽  
Grounded Theory Approach

scholarly journals Providing a model of Personal Self-Efficacy for High School Teachers: Grounded Theory Approach

2021 ◽  
Vol 4 (1) ◽  
pp. 125-141
Author(s):  
Mahnaz Silaneh ◽  
Kiumars Niaz Azari ◽  
Negin Jabbari ◽  
◽  
◽  
...  
Keyword(s):  
High School ◽  
Grounded Theory ◽  
High School Teachers ◽  
Self Efficacy ◽  
Theory Approach ◽  
School Teachers ◽  
Grounded Theory Approach

Negotiating Power within School Structures

2021 ◽  
pp. 001312452110045
Author(s):  
Madhu Narayanan
Keyword(s):  
Grounded Theory ◽  
Legitimate Authority ◽  
Theory Approach ◽  
Public School Teachers ◽  
Cultural Dynamics ◽  
School Teachers ◽  
School Structures ◽  
School Communities ◽  
Authority Figures ◽  
Grounded Theory Approach

Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Teachers work within structures of power to establish themselves as legitimate authority figures worthy of respect. This is complicated by the multi-faceted relationships of power existing everywhere in schools. In this study, I use a grounded theory approach to analyze the reflections and practice of public school teachers as they seek to establish positive classroom cultures and make an impact in their school communities. They navigated, accepted, and resisted shifting structures of power to find small spaces to carry out their own agendas.

Sign in / Sign up

Export Citation Format

Share Document