The Influence of Teacher Power on English Language Learners' Self-Perceptions of Learner Empowerment

References

• Abedi, J. & P. Gándara. 2006. “Performance of ELL as a Subgroup in Large‐Scale Assessment: Interaction of Research and Policy.” Educational Measurement: Issues and Practice 25 (4): 36–46. http://dx.doi.org/10.1111/j.1745-3992.2006.00077.x
   Google Scholar
• Callahan, R. M. 2005. “Tracking and High School English Learners: Limiting Opportunity to Learn.” American Educational Research Journal 42 (2): 305–28. http://dx.doi.org/10.3102/00028312042002305
   Web of Science ®Google Scholar
• Chory‐Assad, R. M., & M. L. Paulsel. 2004. “Antisocial Classroom Communication: Instructor Influence and Interactional Justice as Predictors of Student Aggression.” Communication Quarterly 52 (2): 98–114. http://dx.doi.org/10.1080/01463370409370184
   Google Scholar
• Costa, J., G. McPhail, J. Smith, & M. E. Brisk. 2005. “Faculty First the Challenge of Infusing the Teacher Education Curriculum with Scholarship on ELL.” Journal of Teacher Education 56 (2): 104–18. http://dx.doi.org/10.1177/0022487104274119
   Web of Science ®Google Scholar
• Creswell, J. W. 2002. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Approaches to Research. Upper Saddle River, NJ: Merrill/Pearson Education.
   Google Scholar
• Creswell, J. W. 2007. “Qualitative Inquiry and Research Method: Choosing among Five Approaches.” Thousand Oaks, CA: Sage.
   Google Scholar
• Curry, M. J. 2004. “UCLA Community College Review: Academic Literacy for ELL.” Community College Review 32 (2): 51–68. http://dx.doi.org/10.1177/009155210403200204
   Google Scholar
• De Jong, E. J. & C. A. Harper. 2005. “Preparing Mainstream Teachers for English-Language Learners: Is Being A Good Teacher Good Enough?” Teacher Education Quarterly 32 (2): 101–124. http://www.teqjournal.org/
   Google Scholar
• Dobransky, N. D. & A. B. Frymier. 2004. “Developing Teacher‐Student Relationships through out of Class Communication.” Communication Quarterly 52 (3): 211–23. http://dx.doi.org/10.1080/01463370409370193
   Google Scholar
• Frymier, A. B., G. M. Shulman, & M. Houser. 1996. “The Development of a Learner Empowerment Measure 1.” Communication Education 45 (3): 181–99. http://dx.doi.org/10.1080/03634529609379048
   Web of Science ®Google Scholar
• Gandara, P., R. Rumberger, J. Maxwell-Jolly, & R. Callahan. 2003. “English Learners in California Schools: Unequal Resources, Unequal Outcomes.” Education Policy Analysis Archives 11 (36): 1–54. http://dx.doi.org/10.14507/epaa.v11n36.2003
   Google Scholar
• Genesee, F., K. Lindholm-Leary, W. Saunders, & D. Christian. 2005. ELL in US Schools: An Overview of Research Findings. Journal of Education for Students Placed at Risk 10 (4): 363–85. http://dx.doi.org/10.1207/s15327671espr1004_2
   Google Scholar
• Golish, T. D., & L. N. Olson. 2000. “Students' Use of Power in the Classroom: An Investigation of Student Power, Teacher Power, and Teacher Immediacy.” Communication Quarterly 48 (3): 293–310. http://dx.doi.org/10.1080/01463370009385598
   Google Scholar
• Goodboy, A. K., S. Bolkan, S. A. Myers, & X. Zhao. 2011. “Student Use of Relational and Influence Messages in Response to Perceived Instructor Power Use in American and Chinese College Classrooms.” Communication Education 60 (2): 191–209. http://dx.doi.org/10.1080/03634523.2010.502970
   Web of Science ®Google Scholar
• Harper, C. & E. Jong. 2004. “Misconceptions About Teaching English‐Language Learners.” Journal of Adolescent & Adult Literacy 48 (2): 152–62. http://dx.doi.org/10.1598/JAAL.48.2.6
   Web of Science ®Google Scholar
• Horan, S. M., & S. A. Myers. 2009. “An Exploration of College Instructors' Use of Classroom Justice, Power, and Behavior Alteration Techniques.” Communication Education 58 (4): 483–96. http://dx.doi.org/10.1080/03634520903055981
   Web of Science ®Google Scholar
• Lee, O. 2005. “Science Education with ELL: Synthesis and Research Agenda.” Review of Educational Research 75 (4): 49–530. http://dx.doi.org/10.3102/00346543075004491
   Web of Science ®Google Scholar
• McCroskey, J. C., & V. Richmond. 1983. “Power in the Classroom I: Instructor and Student Perceptions.” Communication Education 32: 175–84. http://dx.doi.org/10.1080/03634528309378527
   Web of Science ®Google Scholar
• Misra, R., & L. G. Castillo. 2004. “Academic Stress Among College Students: Comparison of American and International Students.” International Journal of Stress Management 11 (2): 132. http://dx.doi.org/10.1037/1072-5245.11.2.132
   Google Scholar
• Paulsel, M. L., R. M. Chory-Assad, & K. N. Dunleavy. 2005. “The Relationship Between Student Perceptions of Instructor Power and Classroom Justice.” Communication Research Reports 22 (3) 207–15. http://dx.doi.org/10.1080/00036810500207030
   Google Scholar
• Plano Clark, V, & J. Creswell. 2011. Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Reeves, J. 2004. “Like Everybody Else”: Equalizing Educational Opportunity for ELL. TESOL Quarterly 38 (1): 43–66. http://dx.doi.org/10.2307/3588258
   Web of Science ®Google Scholar
• Schrodt, P., P. L. Witt, S. A. Myers, P. D. Turman, M. H. Barton, & K. A. Jernberg. 2008. “Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom.” Communication Education 57 (2): 180–200. http://dx.doi.org/10.1080/03634520701840303
   Web of Science ®Google Scholar
• Schrodt, P., P. L. Witt, & P. D. Turman. 2007. “Reconsidering the Measurement of Teacher Power Use in the College Classroom.” Communication Education 56 (3): 308–32. http://dx.doi.org/10.1080/03634520701256062
   Web of Science ®Google Scholar
• Sprinkle, R., S. Hunt, C. Simonds, & M. Comadena. 2006. “Fear in the Classroom: An Examination of Teachers' Use of Fear Appeals and Students' Learning Outcomes.” Communication Education 55 (4): 389–402. http://dx.doi.org/10.1080/03634520600879170
   Web of Science ®Google Scholar
• Teven, J. J. & J. E. Herring. 2005. “Teacher Influence in the Classroom: A Preliminary Investigation of Perceived Instructor Power, Credibility, and Student Satisfaction.” Communication Research Reports 22 (3): 235–46. http://dx.doi.org/10.1080/00036810500230685
   Google Scholar
• Turman, P. D., & P. Schrodt. 2006. “Student Perceptions of Teacher Power as a Function of Perceived Teacher Confirmation.” Communication Education 55 (3): 265–79. http://dx.doi.org/10.1080/03634520600702570
   Web of Science ®Google Scholar