Date of Award

5-2012

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Gloria Park, Ph.D.

Second Advisor

David Hanauer, Ph.D.

Third Advisor

Sharon Deckert, Ph.D.

Abstract

This study aims to explore Algerian English college teachers' understanding of students' rights. It seeks to investigate how the participants' past experiences with their rights as students influence their current practice of rights as teachers. The main findings of this study indicate that the weight of academic record is significantly heavy in all the participants' experiences. Also, students' rights are considered as an ethical practice that derives from the teaching philosophy of the participant teachers. According to the teachers' perceptions, care and respect were privileged practices in their communication with their students. In regards of this practice, there was an impact from their past experiences as students. The participant teachers attempt to avoid negative experiences in communication and to model positive teachers' behavior. This study suggests that there is a need to develop a clear understanding of students' rights. Policy makers, university administrations, and teachers' workshops and conferences can help promoting the teachers understanding and practice of students' rights.

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