Conflict behavior in the diverse classroom

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dc.contributor.authorClott, Aimee D., 1976-
dc.date.accessioned2011-04-11T18:33:59Z
dc.date.available2011-04-11
dc.date.issued2010-12
dc.descriptionxii, 91 p.en_US
dc.description.abstractIncreasing diversity in education necessitates the incorporation of diversity-related curricula to assure student learning and development. Responding to the diverse needs of students improves learning and development for all students, which in turn fosters inclusive environments in education. Avoidance of conflicts sparked by differences encountered in diverse classrooms may prevent the incorporation of diversity-related curricula. The literature suggests that the predominance of conflict-avoidance among educational professionals may be related to previous exposure to diversity-related issues and content in their educational training. However, empirical evidence of conflict-avoidance among educational professionals in response to this type of exposure has yet to be established. This study surveys students enrolled in a diversity-related education course in an effort to estimate the effects of diversity-related training on conflict-avoidant behaviors.en_US
dc.description.sponsorshipCommittee in charge: Dr. Paul Yovanoff, Chairperson; Dr. Gerald Tindal, Member; Dr. Roland Good, Member; Dr. Cheyney Ryan, Outside Memberen_US
dc.identifier.urihttps://hdl.handle.net/1794/11066
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Educational Methodology, Policy, and Leadership, Ph. D., 2010;
dc.subjectConflict behavioren_US
dc.subjectAvoidanceen_US
dc.subjectClassroomen_US
dc.subjectConflicten_US
dc.subjectCurriculumen_US
dc.subjectDiversityen_US
dc.subjectTeacher educationen_US
dc.subjectMulticultural educationen_US
dc.subjectHigher educationen_US
dc.subjectTeachers -- Training ofen_US
dc.titleConflict behavior in the diverse classroomen_US
dc.typeThesisen_US

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