Teacher Power Mediates the Effects of Technology Policies on Teacher Credibility

The demand for shadow education in China: mainstream teachers and power relations

“…Adding to the model can be two more power bases that are relevant to this study: information power and Asia Pacific Journal of Education 439 connection power (Hersey, Blanchard, & Johnson, 1996;Raven, 2008). Information power is based on O's possession of information that P desires, while connection power is related to O's social network that is attractive to P. The theory of power bases proved to be a useful tool for research on formal schooling (e.g., Finn, 2012;Finn & Ledbetter, 2013;Golish & Olson, 2000;Kearney et al, 1985;McCroskey & Richmond, 1983;Richmond & McCroskey, 1984;Turman & Schrodt, 2006). This paper contributes to the theory applying it to an expanded context -the parallel systems of shadow and mainstream education from a Chinese perspective.…”

“…Research on power in classroom settings suggests that teachers' effective use of power has a positive impact on students' learning (e.g., Finn, 2012;Finn & Ledbetter, 2013;Golish & Olson, 2000;Kearney, Plax, Richmond, & McCroskey, 1985;Richmond & McCroskey, 1984;Turman & Schrodt, 2006;Webb, 2002). While literature on teacher power generally focuses only on formal education, this paper analyzes the power of teachers in influencing their students' demand for shadow education.…”

Student learning with permissive and restrictive cell phone policies: A classroom experiment

“…Cognitive learning refers to students gaining knowledge through their experience in a classroom, and being able to apply and recall what they have learned (Bloom et al, 1956). Affective learning covers students' feelings of affection toward the class content or the instructor (Plax, Kearney, McCroskey, & Richmond, 1986 Based on Finn and Ledbetter's (2013;2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy and the effect of these policies on students' cognitive and affective learning in two sections of a public speaking course,. College students (N = 31) were assigned to the permissive or restrictive cellular phone policy condition based on the class section of public speaking for which they registered for the Fall, 2016 semester.…”

“…Depending on the policy type and valence, instructors may call for an outright ban on all electronic communication devices, they may allow certain devices, or they may allow all devices. Finn and Ledbetter (2013) established three types of policies an individual instructor may employ in regards to student use of technology within a classroom: permissive, restrictive, and laissez-faire. A permissive policy allows the use of some or all types of technology within a classroom.…”

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AbstractBased on Finn and Ledbetter's (2013;2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy in two sections of a public speaking course, and the effect of these policies on students' cognitive and affective learning. College students (N = 31) were assigned to the permissive or restrictive cellular phone policy condition based on the class section of public speaking for which they registered for the Fall, 2016 semester.

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