Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Teacher-student relationships--Iowa--Cedar Falls; Classroom environment--Iowa--Cedar Falls; College students--Iowa--Cedar Falls; College teachers--Iowa--Cedar Falls; Classroom environment; College students; College teachers; Teacher-student relationships; Iowa--Cedar Falls; Dissertations, Academic;
Abstract
In this study, I suggest that teachers and students have opportunities to develop and maintain relationships. It is my belief that learning happens within these relationships. This ethnographic study examined dialectical tensions within the teacher-student relationship. Relational dialectics theory suggests that relationships are characterized by ongoing tensions and the ways in which these tensions are managed dictates relational life. The concept of tension simply refers to the ongoing, ever-changing interaction between unified opposites, such as the tension of independence-dependence. In this study, I examined if tensions were visible, how they were managed through interactions, and possible effects on the classroom social environment. Dr. Susan Hill and her students in the Myth and Symbol religion course at the University of Northern Iowa were selected as the participants. The classroom was observed over the course of one semester; students completed Critical Incident Questionnaires and in-depth, qualitative interviews were conducted with the instructor and 11 students. Thematic analysis and contextualizing analysis served as the framework for identifying the findings and evaluating the results of this study. Tensions were found to exist consistent with previous interpersonal communication research. Connections among the tensions were also found. Recurring themes contributing to tension management included the instructor's informal, conversational style of talk, her use of affirmation and recognition of student thought, opinions, and ideas, along with the use of self-disclosure and humor, and also the use of various teaching strategies, such as small group work. I found the teacher-student relationships described by many students further developed as the semester progressed. Contributing factors to this development were the personable nature and approachability of the teacher, ongoing contact between the teacher and students both in and outside of class, and the openness of the classroom environment. I found the ways in which dialectical tensions are managed between teacher and student do impact the classroom social environment. This is the first known systematic analysis of dialectical tensions in the classroom. Implications for future research and pedagogy are also discussed.
Year of Submission
2004
Degree Name
Master of Arts
Department
Department of Communication Studies
First Advisor
Victoria DeFrancisco
Second Advisor
Melissa Beall
Third Advisor
April Chatham-Carpenter
Date Original
2002
Object Description
1 PDF file (110 leaves)
Copyright
©2004 Lori L. Johnson
Language
en
File Format
application/pdf
Recommended Citation
Johnson, Lori L., "The Teacher-Student Relationship: Managing Dialectical Tensions and Their Impact on the Classroom Environment" (2004). Dissertations and Theses @ UNI. 3077.
https://scholarworks.uni.edu/etd/3077
Comments
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