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    Confirming and Disconfirming Communication Practices of Teachers in Urban Classrooms

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    Genre
    Thesis/Dissertation
    Date
    2015
    Author
    Baldwin-Rana, Brandi Michelle
    Advisor
    Jordan, Will J.
    Committee member
    Davis, James Earl, 1960-
    Hunt, Portia L.
    Sanford-DeShields, Jayminn
    Mawhinney, Lynnette
    Department
    Urban Education
    Subject
    Education
    Communication
    Relational Communication
    Teacher-student Relationships
    Urban Education
    Urban Students
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2579
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2561
    Abstract
    Interpersonal communication practices of teachers have been recognized as having a significant impact on the relational dynamics between teachers and students; however, the specific interpersonal communication practices utilized by teachers of urban students are not well understood. Although teacher-student interactions have been studied for many years, the research has not focused on how confirmation and disconfirmation are perceived in urban classroom environments. Furthermore, minimal research exists regarding how perceived confirmation and disconfirmation impacts urban teacher-student relationships. Using a qualitative approach, this study examines the confirming and disconfirming communication practices of teachers from 4 urban charter high schools. In addition, this study examines how the 22 teacher participants and 26 student participants perceive the communication practices as impacting teacher-student relationships. A finding from the data was respect. Both teachers and students identified respect as being the single most critical factor to building teacher-student relationships. Confirming behaviors like honesty/openness, praise/positive feedback, checking for understanding, and calmly correcting behaviors were identified as having a positive impact on the relationship-building process. Disconfirming behaviors such as disrespect, putting students on the spot, sarcasm, and aggressive tone were identified as hindering the relationship-building process. Descriptions of each theme are provided as well as implications for teacher practice and future research.
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