Mixed Methods Research..............

Running Head : MIXED METHOD RESEARCHComprehensive Examination indite ResponsesLearner s NameSchoolSpecializationAddressE-mail addressTelephone NumberDegree SoughtCapella UniversityDate of SubmissionCourseroom Mentors nameQuestion 2Power , Control , and AuthorityAn atomic number 18a of adult acquirement that has original grand attention the past two decades is advocator in the schoolroom (e .g , Kearney , Plax great of Virginia McCroskey , 1994 , 1995 McCroskey capital of Virginia , 1993 Waltman Burleson , 1997 . Power , in this condition is delineate as the teacher s ability to influence pupils to do something they would non run through done had they not been influenced (Kearney et al , 2004 br.725 . According to McCroskey and capital of Virginia (1993 , teachers use of motive is an inherent part of the teaching d raw out (p . 178 . If instructors do not exert influence in the classroom , they cannot enhance schoolchild learning (Richmond McCroskey , 1984 Richmond unwind , 1992Instructor PowerMcCroskey and Richmond (1993 ) summarized scholars definitions of power as an individual s potential to take up an put up on another person s or group of persons mien (p . 176 . Instructors` use and misuse of power in spite of appearance the instructional settings stems from cut and Raven s (1995 ) five bases of power . dogmatic power refers to students perceptions that the instructor will punish them if they do not comply with his /her requests . advantage power refers to students perceptions that they will receive a final payment or prevent a veto consequence by complying with the instructor s requests . Legitimate power refers to students perceptions that power is granted to an instructor by the title of instructor denotive power refers to students perceptions that they identify with and discover the instructor . Expert p! ower refers to students perceptions that the instructor is competent and knowledgeable in the subject . educatee perceptions of instructor referent and sound power have been shown to be positively related to cognitive and affective learning , student evaluations of instructors , and student motivation (Richmond , 1990 Richmond McCroskey , 1984 band , 1999 Roach Byrne , 2001 .

In contrast , student perceptions of irresponsible and legitimate power have been shown to be negatively tally with affective and cognitive learning and with student evaluations of instructors (Richmond , 1990 Richmond McCroskey , 1984 Roa ch , 1999 Roach Byrne 2001 . Furthermore , perceptions of coercive power have in addition been associated with decreased student motivation (Richmond , 1990 . Results concerning reward power are less artless . On the one hand reward power has been shown to be positively related to affective and cognitive learning and evaluations of instructors (Roach , 1999 Roach Byrne , 2001 . On the other hand , it has in like musical mode been shown to be negatively associated with cognitive learning (Richmond , 1990 ) and unrelated to cognitive and affective learning (Richmond McCroskey , 1994Power can be conceived as the behavioural patterns and verbal and nonverbal message strategies used by a source in to maximize the impact upon the targets of a rotund attempt (McCroskey , 1998 Perceived power refers to the degree to which the student perceives the instructor as having the ability to influence the student s existence (Hurt , Scott McCroskey , 1978 ,. one hundred twenty-five . Brophy ...If you want to get a full essay, order it on our w! ebsite: BestEssayCheap.com

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