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«Behavioral Dissonance and Contested Classroom Spaces: Teachers’ and Students’ Negotiations of Classroom Disciplinary Moments by Rebecca Neal A ...»

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Quantitative Methodical Studies by Author and Year Arcia, E. (2007a) Arcia, E. (2007b) Atkins, McKay, Frazier, Jakobsons, Arvanitis, Cunningham, et al. (2002) Bradshaw, Mitchell, O’Brennan, and Leaf (2010) Eamon and Altshuler (2004) Eitle and Eitle (2004) Gregory and Thompson (2010) Gregory and Weinstein (2008) Hinojosa (2008) Krezmien, Leone, and Achilles (2006) Kupchik, A. and Ellis (2008) Lewis, Butler, Bonner III, and Joubert (2010) Mendez, and Knoff (2003) Neal, McCray, Webb-Johnson, and Bridgest (2003) Nichols (2004) Payne and Welch (2010) Rocque (2010) Skiba, Michael, Nardo, and Peterson (2002) Thomas et al. (2009) Wallace, Goodkind, Wallace, and Bachman (2008) Welch and Payne (2010) Qualitative Methodical Studies by Author and Year Dunbar and Villarruel (2004) Gregory and Mosely (2004) Morris (2005) Vavrus and Cole (2002) Mixed Methodological Studies by Author and Year Mendez, Knoff, and Ferron (2002)

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Sociological Journals Sociological Spectrum – 2008 Social Problems – 2010 Sociological Perspectives – 2004 Sociological Perspectives – 2005 Youth & Society – 2008 Education of Black/African American Journals Journal of Negro Education – 2004 Journal of Negro Education – 2007 Negro Educational Review – 2008 Journal of African American Males in Education – 2010 General Education Journals Peabody Journal of Education – 2002 American Journal of Education – 2010 Equity and Excellence in Education – 2004 Special Education Journals Education & Treatment of Children – 2003 Journal of Emotional and Behavioral Disorders – 2006 Journal of Special Education – 2003 Other Criminology – 2010 Children & Schools – 2004 Urban Journals Urban Review – 2002 Urban Review – 2002 Urban Education – 2007 Psychology Journals Journal of School Psychology 2008 Journal of Abnormal Child Psychology – 2002 Journal of Community Psychology – 2010 Psychology in the Schools – 2002 Psychology in the Schools – 2009 Journal of Educational Psychology – 2010

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1) What are some examples of how students misbehave?

2) If a student is being quiet but not participating or following directions, is that student misbehaving? Why or Why not?

3) What can happen when a student misbehaves?

4) What does it mean when a student misbehaves?

5) How would you describe a teacher being fair?

6) How would you describe a teacher being unfair?

7) How are you expected to behave in class?

8) How do you behave in class? Please describe the things you do. What it looks like.

How it feels when you behave certain ways.

9) Who gets to decide when a student is misbehaving?

10) How do students break class rules?

11) If there was a time that you misbehaved in class, what were you thinking about?

12) Describe what expectations you think your teacher has for you.

13) Describe what expectations you have for students.

14) If a teacher or student were to demonstrate respect how would they act? What would they do?

15) If a teacher or student were to demonstrate disrespect how would they act? What would they do?

16) What is disrespect?

17) What does disrespect (disobedience, insubordination, opposition, defiance) sound like? When people act this way, what are things they say?

18) What does disrespect look like? When people act this way, what are things they do?

19) How do you think it feels to student when he breaks the rules?

20) What kinds of expectations do teachers have of students?

21) What kinds of expectations do students have of teachers?

22) What are the benefits of breaking the rules?

23) What are the consequences of breaking the rules?

24) What is the purpose of having rules?

25) What does it mean to be for the teacher to call on your first, or last?

26) How did you learn the classroom rules and expectations?

27) How do students decide where to sit in the classroom?

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