Interpreting School Authority Structures in Public Education

Bibliographic Data

ID8923647
AuthorsThomas A Lucey (0000-0002-2743-6141, Illinois State University, corresponding author), Kantaylieniere Hill-Clarke (University of Memphis), Kantaylieniere Y Hill-Clarke
Year2008
Volume44
Issue2
Pages142-154
Publication date2008-10-06
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Studies (JOURNAL)
Journal identifiersISSN: 0013-1946 • E-ISSN: 1532-6993
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131940802371467
OpenAlexW2091086970
LanguageEN
References cited18

We provide an interpretation of authority in schools among a convenience sample teacher candidates. We analyzed responses of a convenience sample of thirty-one undergraduate interns enrolled in two cohorts of block methods courses at a southern urban university. Approximately four of five students consented to have their reflections analyzed. The process considered candidates' reflections about a prompt concerning school authority and conditions under which it should be respected. We observed that responses lay along an acceptability spectrum. Among other conditions, we found authority to be acceptable when related common good and unacceptable when associated with patterns of abuse

Interpretation (philosophy · Local authority · Mathematics education · Pedagogy · Political science · Sample (material · Sociology · Education Discipline and Inequality · Psychology · Public Administration · Student Assessment and Feedback · Teacher Education and Leadership Studies

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