Blase describes a 3-year qualitative study of the politics of being a teacher. Specifically, the meanings that teachers attributed to their political interactions with parents are examined. Unstruc tured and structured interviews and ob servations were used to collect data from high school teachers in a small city in the southeastern United States. Hypotheses and theoretical ideas de rived from the data are presented. The study data are discussed in terms of their implications for teacher education.
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Joseph Blasé (1987) studied this question.
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