Another concern is the lengthiness of the survey -- 35 items -- that may have fatigued some of the respondents and may have resulted in rushed and insufficient care in answering the questions.
Furthermore, attributions may have been incorrectly placed. The participant, too, may have erred due to subjective bias (i.e. A 'falling out' with the principal may have led her to incorrectly accusing administrator of reluctance to integrate); furthermore, few teachers would readily admit to negative attitudes in integrating children, teachers may over-rate or under-rate their abilities (as, for instance, with the question: "I find that my knowledge about teaching pupils with physical disabilities in PE class is satisfactory"), and teachers may have deliberately or unwittingly deviated in order to protect their identity and their identity of the school.
Finally, although the survey was built on earlier studies of inclusion, it would be interesting to know amongst which population these surveys were held. Differences in condition might call for different questions.
My concerns with Spencer-Cavaliere and Watkinson (2010) include the smallness of the sample (only 11 children). The same limitations as are applicable to all qualitative studies exist here, too, namely that the perspectives of the authors may have infiltrated the study with interpretation of data or interactions with the children being two possibilities amongst other means of possible corruption.
Interviewer interferences may, also, exist here (i.e. The characteristics of the interviewer may have inhibited children or caused them to respond in a particular manner). Other possible confounding elements include the manner in which the questions were asked, the tenor of the questions, whether -- and to which extent they were understood, and how honest and open the children were in responding. Even though they seemed honest enough, children may have been driven by peer influences to respond in a certain manner, or their response may have been impelled by their particular mood (or tiredness) at that particular moment.
The mean age, too, is centered around 10 years, a period in...
Part One The primary theoretical models of conflict include the cooperative model, principled negotiation, human needs model, conflict transformation, and conflict transmutation (Dixit, 2004). Theoretical bases for conflict resolution include both macro-level and micro-level frameworks that guide understanding of human behavior and decision-making (Cunningham, 1998). Many theories of conflict resolution at some point refer to human needs theory, which helps clarify sources of conflict as being traceable to unmet needs. Conflict
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Conflict in the Workplace: While not all conflict is negative, conflict is an inevitable aspect of the modern business life and working environment because where there are people, there is conflict. When considered as a positive measure, conflict in some workplaces can be regarded as healthy since it is an opportunity for the business to effect positive change. On the contrary, unhealthy conflict can also occur in the workplace when it
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