Parents\u27 Expressed Educational Dissent in Middle School Education Systems

Hoy and Miskel (2008) and Weick (1976) conceptualize schools as organizational systems of which parents comprise part of the organization. Specifically, parent involvement includes such behaviors as assisting students with homework, participating in policy decisions, and providing feedback (Barge & Loges, 2003). Parent involvement is largely championed in K12 education and particularly in middle schools (e.g., Coalition of Essential Schools, 1993; Texas Education Agency, 1991). In fact, both parents and teachers value building positive parent-teacher relationships (Kalin & Steh, 2010) and may communicate regarding a variety of topics including student academic performance, classroom behavior, preparation, hostile peer interactions, and health (Thompson & Mazer, 2012). However, while parents and teachers report valuing positive parent-teacher interactions, Lasky (2000) found that “teachers and parents sometimes felt confused, powerless, and misunderstood as a result of their interactions” (p. 857). One specific type of parent-teacher communication that may lead to dissatisfying interactions is parent expressed educational dissent (PED). Similar to organizations and workplaces that do not value dissent as a feedback process increasing democratic discourse in the system, schools may actively attempt to avoid potentially negative or conflict-inducing communication such as dissent (Ehman, 1995). Scholars (e.g., Davies, 1987; Fine, 1993; Sarason, 1995) note the importance of dissent and parent involvement in education systems, and case studies espouse positive changes within education systems as a result of parental dissent (e.g., Ehman, 1997). In order to better understand PED, this dissertation project seeks to (a) examine why parents express dissent in educational systems, (b) identify how parents express dissent in educational systems, and (c) measure how PED affects members of the educational system. To accomplish these goals, the author conducted a series of focus groups with teachers and parents, developed a measure of PED, and disseminated a survey to both parents and teachers assessing the antecedents and possible outcomes affected by PED. The findings of this research aim to improve organizational communication within middle school education systems such that schools may develop prosocial strategies for (re)framing and addressing PED

Design and Delivery: Embracing Instructor Responsibility in the Online Communication Course

This manuscript describes the important of providing communication course instructors with training focused on cultivating instructor responsibility. Instructor ownership of creating and delivering pedagorgically sound courses in an online learning environment is an important but often overlooked concept in online course design. Ultimately, courses should incorporate sound assessment and instructors should be committed to continued refinement of online learning pedagory. This essay offers relevant principles for assessing online communication courses and creating assignments that encourage experiential learning and engage the 21st century learner

“I Disagree”: An Exploration of Triggering Events, Messages, and Effectiveness of Athletes’ Dissent

© The Author(s) 2017. Effective coaches must understand and manage athletes’ expressions of disagreement or dissatisfaction. The current study identified the triggering events that athletes reported as the impetus for their dissent, the messages that they utilized when dissenting, and the success of these messages. Four categories of triggers were identified within data collected from 262 former high school athletes: (a) performance issues, (b) power and influence, (c) logistics, and (d) communicative climate and culture. These triggers were associated with athletes’ subsequent expressions of dissent. Athletes most commonly utilized solution presentation and direct-factual appeals when dissenting about these triggers. Athletes’ dissent messages predicted the success of their dissent; effective expressions more readily featured solution presentation messages, direct-factual appeals, and an absence of humor. Appropriate expressions were predicted by the use of solution presentation messages and the avoidance of pressure, circumvention, and humor. Collectively, this research highlights features unique to the sports team context, including team interdependence, the balancing of the multiple roles that come with being a student-athlete, and cultures of rationalism and respect for authority and sporting norms