The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography

Abstract

Rocco, whose guidance was crucial for developing my research method, dissertation writing and thinking skills, collegiate attitude, publication agenda, and professional fortitude. Her prompt responses, care for me as a student, dissertation peer review group and dissertation group meetings, and wittiness during the entire dissertation process were priceless. Another special thank you is extended to my major professor, Dr. Joan T.Wynne, whose kindness and solidarity supported and guided me in the direction of my final research topic and research design. I also wish to express my sincere appreciation to dissertation committee member Dr. Angela Salmon for her willingness to guide and work with me in research and publication endeavors. To Dr. Lynne Miller, thank you for introducing me to the love of literacy, writing, and research. To Dr. Erskine Dottin, thank you for your wisdom and concept of friendship between professors and students. This research contributes to the knowledge base on teacher-student classroom interactions, specifically in relation to exclusionary discipline. Understanding how the themes and varying power relations influence their decisions and actions may enable teachers to reduce use of exclusionary discipline and remain focused on positive teacherstudent academic interactions.

How Teachers Use Power in the Classroom to Avoid or Support Exclusionary School Discipline Practices

“…Each critical microethnographic data collection and analysis stage is summarized below (for thorough explanations of procedures and sample transcripts, see Pane, 2009; Pane & Rocco, 2009).…”