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

Running Head : MIXED METHOD RESEARCHComprehensive Examination script ResponsesLearner s NameSchoolSpecializationAddressE-mail addressTelephone NumberDegree SoughtCapella UniversityDate of SubmissionCourseroom Mentors nameQuestion 2Power , Control , and AuthorityAn atomic number 18a of adult larn that has reliable grand attention the past two decades is agency in the schoolroom (e .g , Kearney , Plax superior of Virginia McCroskey , 1994 , 1995 McCroskey capital of Virginia , 1993 Waltman Burleson , 1997 . Power , in this scope is delineate as the teacher s ability to influence scholarly persons to do something they would non keep up done had they non been influenced (Kearney et al , 2004 br.725 . According to McCroskey and capital of Virginia (1993 , teachers use of advocate is an inherent part of the teaching mo ve out (p . 178 . If teachers do not exert influence in the classroom , they cannot enhance scholar learning (Richmond McCroskey , 1984 Richmond strip , 1992Instructor PowerMcCroskey and Richmond (1993 ) summarized scholars definitions of power as an individual s potential to cave in an put up on another person s or group of persons mien (p . 176 . Instructors` use and misuse of power indoors the instructional settings stems from cut and Raven s (1995 ) five bases of power . overbearing 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 cast out 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 power refers to stu! dents perceptions that the instructor is competent and knowledgeable in the subject . disciple 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 dress circle , 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 Roach , 1999 Roach Byrne 2001 . Furth ermore , perceptions of dogmatic power have in addition been associated with decreased student motivation (Richmond , 1990 . Results concerning reward power are less honest . 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 modal value 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 impressive 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 ,. cardinal . Brophy...If you want to get a full essay, order it on our website: Bes! tEssayCheap.com

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