dc.contributor.author | Honkasilta, Juho | |
dc.contributor.author | Vehkakoski, Tanja | |
dc.contributor.author | Vehmas, Simo | |
dc.date.accessioned | 2016-01-21T07:13:59Z | |
dc.date.available | 2019-01-14T22:35:35Z | |
dc.date.issued | 2016 | |
dc.identifier.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. <i>Teaching and Teacher Education</i>, <i>55</i>(April), 100-109. <a href="https://doi.org/10.1016/j.tate.2015.12.009" target="_blank">https://doi.org/10.1016/j.tate.2015.12.009</a> | |
dc.identifier.other | CONVID_25454418 | |
dc.identifier.other | TUTKAID_68667 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/48387 | |
dc.description.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. | |
dc.language | eng | |
dc.language.iso | eng | |
dc.publisher | Pergamon | |
dc.relation.ispartofseries | Teaching and Teacher Education | |
dc.subject.other | classroom management | |
dc.subject.other | CRM | |
dc.subject.other | attention deficit hyperactivity disorder | |
dc.subject.other | student voice | |
dc.title | ‘The teacher almost made me cry’ : Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201601151113 | |
dc.contributor.laitos | Kasvatustieteiden laitos | fi |
dc.contributor.laitos | Department of Education | en |
dc.contributor.oppiaine | Erityispedagogiikka | fi |
dc.contributor.oppiaine | Special Education | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2016-01-15T10:15:02Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 100-109 | |
dc.relation.issn | 0742-051X | |
dc.relation.numberinseries | April | |
dc.relation.volume | 55 | |
dc.type.version | acceptedVersion | |
dc.rights.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. | |
dc.rights.accesslevel | openAccess | fi |
dc.subject.yso | narratiivinen tutkimus | |
dc.subject.yso | ADHD | |
dc.subject.yso | nuoruus | |
dc.subject.yso | opettajat | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p22220 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p4541 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p15327 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p1117 | |
dc.relation.doi | 10.1016/j.tate.2015.12.009 | |
dc.type.okm | A1 | |