Emerging Empowerment: Conflict Resolution Intervention and Preschool Teachers' Reports of Conflict Behavior Export

@article{citeulike:5793934, abstract = {<i>Research Findings:</i> The interview responses of 4 teachers who participated in a community-based intervention for violence prevention were examined to understand the impact of the intervention on teacher development. Transcripts of teacher interviews before and after the intervention were analyzed using interpretative phenomenological analysis. Themes of empowerment emerged in teachers' discussions of children's peer conflict. Two follow-up chi-square analyses were conducted to establish quantitative support for changes in teacher empowerment in this community. Changes in teachers' differential use of positive and negative emotion statements and volitional cognitive statements in interviews before and after the intervention were examined. <i>Practice or Policy:</i> Findings supportive of changes in teacher empowerment included teachers' increased use of language suggestive of choice (e.g., want) and decreased use of language suggestive of obligation (e.g., need) and negative emotion (e.g., angry, sad) following the intervention.}, author = {Doppler-Bourassa, Elizabeth and Harkins, Debra A. and Mehta, Clare M.}, citeulike-article-id = {5793934}, citeulike-linkout-0 = {http://dx.doi.org/10.1080/10409280802516058}, doi = {10.1080/10409280802516058}, journal = {Early Education \& Development}, keywords = {education, ethnography, k-12, qualitative}, number = {6}, pages = {885--906}, posted-at = {2009-09-17 04:19:49}, priority = {2}, publisher = {Routledge}, title = {Emerging Empowerment: Conflict Resolution Intervention and Preschool Teachers' Reports of Conflict Behavior}, url = {http://dx.doi.org/10.1080/10409280802516058}, volume = {19}, year = {2008} }

TY - JOUR ID - citeulike:5793934 L3 - citeulike-article-id:5793934 N2 - <i>Research Findings:</i> The interview responses of 4 teachers who participated in a community-based intervention for violence prevention were examined to understand the impact of the intervention on teacher development. Transcripts of teacher interviews before and after the intervention were analyzed using interpretative phenomenological analysis. Themes of empowerment emerged in teachers' discussions of children's peer conflict. Two follow-up chi-square analyses were conducted to establish quantitative support for changes in teacher empowerment in this community. Changes in teachers' differential use of positive and negative emotion statements and volitional cognitive statements in interviews before and after the intervention were examined. <i>Practice or Policy:</i> Findings supportive of changes in teacher empowerment included teachers' increased use of language suggestive of choice (e.g., want) and decreased use of language suggestive of obligation (e.g., need) and negative emotion (e.g., angry, sad) following the intervention. IS - 6 JF - Early Education & Development EP - 906 TI - Emerging Empowerment: Conflict Resolution Intervention and Preschool Teachers' Reports of Conflict Behavior PB - Routledge VL - 19 SP - 885 KW - education KW - ethnography KW - k-12 KW - qualitative AU - Doppler-Bourassa, Elizabeth AU - Harkins, Debra AU - Mehta, Clare PY - 2008/// UR - http://dx.doi.org/10.1080/10409280802516058 ER -