{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4590"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4590","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"\"Respect is active like an organism that is not only cumulative but has a very personal effect\": A grounded theory methodology of a respect communication model in the college classroom.","abstract":"This study examined the notion of respect in the college classroom. While pedagogical researchers had previously studied the phenomenon, each found challenges in defining it. Moreover, communication scholars do not examine respect as a primary pedagogical factor with learning implications. Focus groups provided venues for topic-specific discussion necessary for better understanding the diversity of students' worldviews regarding respect in the college classroom. Grounded theory allowed for searching theoretical relevance of the phenomenon through constant comparison with categorical identification. The most practical contributions of this research identifies as several major notions including, the importance of relationships within the process, student self-esteem, and global-classroom respect. In addition, implications emerged from the data as learning, motivation, and environment. One other practical contribution exists as a respect communication model for the college classroom. Further, examining students' worldviews of respect in the classroom provides benefits for pedagogical scholars, students, and instructors.","abstract_html":"This study examined the notion of respect in the college classroom. While pedagogical researchers had previously studied the phenomenon, each found challenges in defining it. Moreover, communication scholars do not examine respect as a primary pedagogical factor with learning implications. Focus groups provided venues for topic-specific discussion necessary for better understanding the diversity of students' worldviews regarding respect in the college classroom. Grounded theory allowed for searching theoretical relevance of the phenomenon through constant comparison with categorical identification. The most practical contributions of this research identifies as several major notions including, the importance of relationships within the process, student self-esteem, and global-classroom respect. In addition, implications emerged from the data as learning, motivation, and environment. One other practical contribution exists as a respect communication model for the college classroom. Further, examining students' worldviews of respect in the classroom provides benefits for pedagogical scholars, students, and instructors.","abstract_has_math":false,"creators":["Martinez, Alma"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Richardson, Brian","Byers, Lori","Shukla, Pratibha"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-08","date_published":"2004-08","updated_at":"2026-07-24T05:35:09Z","subjects":["Respect.","Classroom environment.","College teaching.","pedagogical factor","respect","communication","college classroom","grounded theory methodology"],"languages":["English"],"rights":["Public","Copyright","Martinez, Alma","Copyright is held by the author, unless otherwise noted. 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The most practical contributions of this research identifies as several major notions including, the importance of relationships within the process, student self-esteem, and global-classroom respect. In addition, implications emerged from the data as learning, motivation, and environment. One other practical contribution exists as a respect communication model for the college classroom. 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Focus groups provided venues for topic-specific discussion necessary for better understanding the diversity of students' worldviews regarding respect in the college classroom. Grounded theory allowed for searching theoretical relevance of the phenomenon through constant comparison with categorical identification. The most practical contributions of this research identifies as several major notions including, the importance of relationships within the process, student self-esteem, and global-classroom respect. In addition, implications emerged from the data as learning, motivation, and environment. One other practical contribution exists as a respect communication model for the college classroom. 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