The Evolution of "Loaded Moments" Toward Escalation or De-Escalation in Student–Teacher Interactions.
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| Title: | The Evolution of "Loaded Moments" Toward Escalation or De-Escalation in Student–Teacher Interactions. |
|---|---|
| Authors: | Kennedy, Brianna L.1 (AUTHOR) b.l.kennedy@uu.nl, Junker, Robin2 (AUTHOR) robinjunker@gmx.de |
| Source: | Review of Educational Research. Oct2024, Vol. 94 Issue 5, p660-698. 39p. |
| Subject Terms: | *Classroom management, *School discipline, *Qualitative research, Social context |
| Abstract: | To minimize negative interactions and their impacts, teachers and students must successfully negotiate loaded moments, points in time when two or more parties realize that their needs differ and that they must confront that difference. In this literature review, we synthesize 30 studies, published from 2000 to 2020, that describe the evolution of loaded moments between teachers and students with the goal of identifying and explicating the co-construction of escalation and de-escalation during classroom interactions. We found that macro level social contexts and existing classroom patterns set the scene for the occurrence of a loaded moment. In addition, loaded moments emerge when specific instigating circumstances are co-constructed, which refer to incompatibilities between teacher and student(s). Furthermore, loaded moments (de)escalate, depending on the co-construction of the moment as it progresses, such as through mutual trade-offs, turnings, or refusals. Finally, these co-constructions can result in a specific long-term relationship- and bond-development. Implications of these findings for research concerning student–teacher conflict are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Review of Educational Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179765636 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Evolution of "Loaded Moments" Toward Escalation or De-Escalation in Student–Teacher Interactions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kennedy%2C+Brianna+L%2E%22">Kennedy, Brianna L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> b.l.kennedy@uu.nl</i><br /><searchLink fieldCode="AR" term="%22Junker%2C+Robin%22">Junker, Robin</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> robinjunker@gmx.de</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Review+of+Educational+Research%22">Review of Educational Research</searchLink>. Oct2024, Vol. 94 Issue 5, p660-698. 39p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Social+context%22">Social context</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: To minimize negative interactions and their impacts, teachers and students must successfully negotiate loaded moments, points in time when two or more parties realize that their needs differ and that they must confront that difference. In this literature review, we synthesize 30 studies, published from 2000 to 2020, that describe the evolution of loaded moments between teachers and students with the goal of identifying and explicating the co-construction of escalation and de-escalation during classroom interactions. We found that macro level social contexts and existing classroom patterns set the scene for the occurrence of a loaded moment. In addition, loaded moments emerge when specific instigating circumstances are co-constructed, which refer to incompatibilities between teacher and student(s). Furthermore, loaded moments (de)escalate, depending on the co-construction of the moment as it progresses, such as through mutual trade-offs, turnings, or refusals. Finally, these co-constructions can result in a specific long-term relationship- and bond-development. Implications of these findings for research concerning student–teacher conflict are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Review of Educational Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3102/00346543231202509 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 39 StartPage: 660 Subjects: – SubjectFull: Classroom management Type: general – SubjectFull: School discipline Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Social context Type: general Titles: – TitleFull: The Evolution of "Loaded Moments" Toward Escalation or De-Escalation in Student–Teacher Interactions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kennedy, Brianna L. – PersonEntity: Name: NameFull: Junker, Robin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00346543 Numbering: – Type: volume Value: 94 – Type: issue Value: 5 Titles: – TitleFull: Review of Educational Research Type: main |
| ResultId | 1 |
