‘The teacher almost made me cry’ : Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD
Abstract
This interview study addresses the gap in earlier research by focussing on the narratives of 13 ADHDdiagnosed
Finnish students regarding teacher reactive classroom management strategies. The data are
analysed through narrative analysis. Five different narrative types are identified, in which teacher
behaviour is evaluated as (1) disproportionate, (2) traumatising, (3) neglectful, (4) unfair and (5) understanding.
The dominant storyline e common to the first four types e constructed the narrator's
transgression as contingent upon and a justified reaction to teacher conduct. The vicious cycle of coercive
classroom management strategies and the culture of blame between students and teachers are discussed.
Main Authors
Format
Articles
Research article
Published
2016
Series
Subjects
Publication in research information system
Publisher
Pergamon
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-201601151113Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
0742-051X
DOI
https://doi.org/10.1016/j.tate.2015.12.009
Language
English
Published in
Teaching and Teacher Education
Citation
- Honkasilta, J., Vehkakoski, T., & Vehmas, S. (2016). ‘The teacher almost made me cry’ : Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD. Teaching and Teacher Education, 55(April), 100-109. https://doi.org/10.1016/j.tate.2015.12.009
License
Copyright© 2016 Elsevier Ltd. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.