Ability

, 26–27

Abos

, 122–123

Academic entitlement

, 22, 180, 193

Accountability

, 25

Acculturation

, 109

Admission, Review and Dismissal meeting (ARD meeting)

, 213

After-school philosophy club

, 109–114

Agency

, 79–80

Annual Status of Education Report (ASER)

, 85

Arrogance

, 27–28

Arrogant perception

, 168

Authority

, 39–40

of experience

, 39–40

of position

, 39–40

of reason

, 39–40

Balance

, 194

Best-loved self

, 2, 6

“Betrayal and lack of trust” theme

, 197–198

Bias

, 196–197

Brazilian higher education

, 179–180

Campbell

, 18, 27, 258

Case study

, 153–154

Centralization

, 249–250

of education

, 245

Change

, 3, 49–50

Chronic socio-economic frustration

, 138–139

Classroom behaviours

, 228

Cognitive processes

, 65–66

Collaboration, lack of

, 252–253

Collaborators

, 183–184

Commitment

, 79–80

Community of inquiry

, 110

Community of practice (CoP)

, 228

Concept

, 49–51, 107

displacement

, 49

Conformity

, 109

Constance

, 228–229

Content area

, 26

Contexts and relations

, 3–4, 6

Continuous comprehensive evaluation (CCE)

, 78

Counter stories

, 175

Cover stories

, 169–170

Craig, Cheryl

, 2, 4, 6, 206

Cross-disciplinary analysis

, 106

Cultural beliefs

, 26

Cultural symbols

, 66

Cultural–historical roots of teacher entitlement

, 8–9, 274, 276

Culture

, 43

of entitlement

, 51–52

Curricular experiences

, 10–11, 279–280

Curricular journey

, 3

Curriculum making

, 2

Curriculum reform

, 78

Data sources

, 230–231

Deficit view

, 26, 150

of teachers

, 241–242

Depression

, 21

Destiny High School

, 4–6

Dialectical approach

, 81

Digging

, 7–8

Diploma in Education (D. Ed)

, 87

Disempowerment

, 21

Dissertation defenses

, 171–172

District Institute of Education and Training (DIET)

, 78–79

Diversity

, 67, 207–208

Earned entitlement

, 23

Education

, 105

Educational frames

, 105

Educational reforms

, 86

Educators

, 105–106

Empathy

, 220

English as a second language (ESL)

, 82

English as an additional language (EAL)

, 26–27

English Language Teaching Centre (ELTC)

, 87

Entitled attitude

, 3, 247

Entitled behavior

, 7

Entitlement

, 9–10, 18–19, 35–36, 48, 167, 193, 214, 216, 229–230, 257–258

academic entitlement

, 22

actions

, 143

applications

, 19–20

conceptual framework, changes, displacement of concepts

, 49

conceptual itinerary through disciplinary fields

, 49–51

discourse

, 135–136

in education

, 51–56

empirical data

, 56–57

future directions

, 28

measurement

, 27–28

method

, 18–19

organizational behaviors

, 21–22

origins

, 19

psychological markers

, 20–21

and student–teacher relationships

, 52–53

studies

, 192–193

teacher entitlement in context

, 22–27

theory

, 50

Epistemic entitlement

, 50

Equality

, 207–208

Ethical sensitivity

, 133–134

Ethnic entitlement stories in American Higher Education

, 211–212

Excessive entitlement

, 18, 21–23, 48, 50–51, 67, 69, 117–118, 150, 167, 193, 230, 246–247, 257–258

Excessive faculty entitlement

, 273

Excessive professor entitlement

, 273

Excessive teacher educator entitlement

, 230

Excessive teacher entitlement. See also Faculty entitlement

, 2–3, 18–19, 158, 228

characteristics

, 59

Cheryl

, 4–6

through concept displacement

, 53–54

confluence of ideas

, 6–7

Tara

, 2–3

Executive functions (EFs)

, 67–68

Expectations

, 156–157

Experience

, 36, 70–71, 258

Externalizing responsibility

, 155

Faculties

, 191–192

Faculty Academy

, 6

Faculty entitled behavior

, 179–180

Faculty entitlement

, 206

experience

, 184–187

literature review

, 180–181

method

, 181–183

question for study

, 181

research findings

, 183

themes and meaning units

, 185

thoughts about

, 184–187

Faculty members

, 194–195

bias and validity

, 196–197

data analysis

, 197

data collection

, 196

method

, 194–200

narrative inquiry

, 195

participants

, 195–196

Faculty voices

, 197–200

Feelings of entitlement

, 64–65, 67–69

Fisk

, 21–22, 135–136

Gapjil

, 209–210

stories in Korean higher education

, 210–211

Gender

, 26–27

issues

, 167

Generous scholarship

, 96, 174–175

Global Teacher Status Index

, 24

Government of India (GOI)

, 79–80

Graduate Assistance Non-Teaching (GANT)

, 216

Graduate students

, 172–173

Grounded theory

, 134, 137

Grounds from different entitlement stories

, 212–213

Guru–shishya

, 83–84

Hawthorne Middle School

, 4–6

Higher education

, 10–11, 181, 279–280

Horizontal relations

, 179–180

Human development

, 81

Hypothetical learning trajectory

, 107–108

Identity reconstruction among international students

, 214–216

Ideological hegemony

, 207

In-service teacher entitlement attitude

case study context

, 153–154

findings

, 154–157

methodology

, 152–153

theoretical background

, 150–152

Inclusion

, 64

Inclusive education

, 56, 69–70

Inclusive teacher’s professional ethics

, 55–56

Inequity

, 20

Information and communications technology (ICT)

, 23–24

Inquiring into practice and agency

findings

, 249–253

methodology and methods

, 247–249

theoretical framework and background of study

, 242–247

International graduate students experiences

, 209–213

Interpretation

, 49–50

Intersection of hegemony

, 207–209

Intransigence

, 2

Ivory tower

, 207–209

Knowledge communities

, 20–21

Kuhn

, 7, 104

Learning

in collective action and reflection zone

, 87–89

of concepts

, 106–107

of cultural practices

, 106–107

of skills

, 106–107

theories in education

, 103–104, 106

Learning affordances

, 114

Learning difficulties

data collection and analysis

, 120–121

findings

, 122–128

method and research questions

, 118–122

methodological framework

, 118–119

subject/s

, 121–122

Lev Vygotsky

, 65–66

Life history

, 90–91

Listening to experienced teachers

, 38–39

Literature review

, 18–19

Mediated Learning Experience (MLE)

, 66–67

Mediation

, 9

Medicalization of behavior

, 58

Metacognition

, 44

Multiperspectival graduate student narratives

entitlement and identity reconstruction among international students

, 214–216

excessive faculty entitlement

, 213–214

experience as graduate assistant and entitlement in academia

, 216–217

immigrant

, 217–219

‘international graduate students’ experiences

, 209–213

intersection of hegemony and ivory tower

, 207–209

readers’ guide

, 206–207

Multiple intelligences theory

, 67

Mutuality of individual and cultural historic development

, 80–81

Narcissism

, 27–28

Narcissistic Personality Inventory

, 27–28

Narrative(s)

, 179–180

of experience

, 231–234

generation

, 231

with identified forms of entitlement

, 232–233

inquiry

, 168–169, 195, 259

National Curriculum Framework (NCF)

, 78–80

Negative connotation

, 50–51

Neologisms

, 209–210

New South Wales (NSW)

, 120

Non-conformity

, 109

Non-entitlement

, 230

Normal entitlement

, 229–230

Normal science

, 104

Novice faculty members

, 179–180

Nozick’s entitlement theory

, 19

Observation theory

, 191–192

Online community, facilitative role of

, 267

Organisation for Economic Co-operation and Development (OECD)

, 20

Organizational behaviors

, 21–22

Over-entitlement

, 50–51

Parents resisting

, 251–252

Passion pay

, 209–210

stories in Korean higher education

, 210–211

Pedagogical discomfort

, 118

Pedagogical practices

, 104

Pedagogical privilege

, 117–118

Pedagogy

, 85

of co-authorship

, 95–96

Peer-Assisted Learning Strategies (PALS)

, 250

Perceived Entitlement Scale (PES)

, 27–28

Performativity

, 25

Personality trait

, 21

Philosophical discussion

, 109–110

Phronesis

, 133–134

Portfolio Group

, 6

Position

, 10

Positive mindset

, 20–21

Power

, 167

relationships in educational context

, 139–141

Practical/technical professionalism

, 243

Preservice teacher

, 228

Primarily White Institution (PWI)

, 207

Privilege

, 117–118, 207

Professional development

, 70–71, 150

Professional ethics

, 54

Professional working theory (PWT)

, 246

Professionalism

, 22–23

Program development

, 172–173

Project for Enhancing Effective Learning (PEEL)

, 41–42, 45

Psychological entitlement

, 151, 180, 193, 229

Psychological markers of entitlement

, 20–21

Psychological processes

, 80–81

Putative

, 3

Race

, 26–27

Ratnam, Tara

, 2–3, 273–274

Reflection

, 1–2

Reflective professionalism

, 244

Relationships

, 7–8, 279

Research backdrop and bio-sketch

, 169–170

Research tools

, 169

Resilience

, 194

Responsive professionalism

, 244

Restricted entitlement

, 230

Right to Education (RTE)

, 79–80

Roehling

, 21–22

Schön

, 49

School Management Training (SMT)

, 249

School segregation/desegregation

, 4–6

Science, technology, engineering, and mathematics (STEM)

, 26

Scoping review

, 9

Secondary School Leaving Certificate (SSLC)

, 85

Selective tradition

, 207

Self-actualization

, 10

Self-efficacy

, 89

Self-entitlement

, 266–267

Self-esteem

, 20–21

socio-cultural correlates of

, 23–24

Self-study

, 227–228

Self-study of teaching and teacher education practices (S-STEP)

, 280–281

Self-understanding

, 1–2

Sense of entitlement

, 50–51

Shared professionalism

, 244

Shika’s life story

, 86–87, 89–90

Situated cognition

, 105

Situated dynamics

, 8

Snell’s law

, 36–37, 44

Social constructivism

, 105

Social learning

, 191–192

Socio-cultural correlates of self-esteem

, 23–24

Socio-cultural theory

, 65–66

Socio-economic frustration

, 139

Special Education (SPED)

, 213

Status

, 24–25

Status-seeking narrative account

, 180–181

Stuck in the middle

, 166

conversation

, 166–168

interim interpretive themes

, 173–174

method

, 168–170

stories of experience in academically entitled workplaces

, 170–173

thinking and acting in midst

, 174–176

Student influence

, 25–26

Student rejecting

, 250–251

Student/academic entitlement

, 51–52

Students/faculty and work products

, 171

Students’ characteristics

, 68–70

Student–teacher relationships

, 52–53

Support

, 9

Teacher

accountability

, 85

agency

, 79–80, 243

community as potential site for relieving teacher/principal entitlement

, 267–268

conversations

, 120

development

, 53, 60

education

, 42–43

feeling of entitlement

, 70–71

identity and self

, 258–259

limits of teacher resilience

, 91–92

misbehavior

, 53–54

nature of teacher practical theory

, 246–247

privilege

, 118

professional agency

, 246

professionalism

, 242–244

story

, 82

voice

, 143–144

Teacher educator entitlement

, 228

authors

, 228–229

identified entitled attitudes/behaviours

, 236–239

methods and objectives

, 230–234

presentation of results

, 234–236

Teacher entitled attitude. See also In-service teacher entitlement attitude

, 78–79

collective cultural response

, 94–95

historical antecedents

, 83–84

institutional context of teachers’ work

, 85–89

life story to life history

, 90–91

limits of teacher resilience

, 91–92

method

, 81–83

mutuality of individual and cultural historic development

, 80–81

pedagogy of co-authorship

, 95–96

sociopolitical agenda of education constraining teacher agency

, 93–94

teacher agency vs.

, 79–80

Teacher entitlement. See also Excessive teacher entitlement

, 18, 35–36, 53–54, 104, 134, 267

after-school philosophy club

, 109–114

authority

, 39–40

in context

, 22–27

cross disciplinary framework

, 105, 107, 109

cultural–historical roots of

, 8–9, 274, 276

findings

, 137–144

inclusive ethics of professional analysis

, 59–60

in Iranian context

, 134–135

listening to experienced teachers

, 38–39

method

, 136–137

observe and react

, 36–38

PEEL

, 41–42

perspective of inclusion

, 57–59

questioned in educational context

, 54

significance of studying

, 151–152

theoretical framework

, 104–109

ultimate

, 43–44

Teachers’ role

, 63–65

expectations vs. results of teachers and students

, 71–72

professional development, experience and teachers’ feeling of entitlement

, 70–71

theoretical and professional perspectives of

, 65–68

Teaching

, 40, 133–134, 242–243

practical context of

, 141–143

unique nature of

, 42–43

Teaching Professional Life Cycle

, 181–182

Thematization approach

, 182

Theses

, 171–172

Threat derogation theory

, 20–21

Trigonometric sine function

, 36–37

Truth claims

, 169

Unconscious self

, 11, 280–281

Understanding of teachers

, 3

Unearth

, 7–8

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 20

Unknown self

, 258–260

method

, 259

small stories

, 260–265

theoretical underpinning

, 258–259

Unreasonable expectations

, 20

Validity

, 196–197

Vidhya dhanam

, 78

Voice

, 40–41

Vygotsky’s theory

, 67

Well-being

, 194

Wellness

, 191–192

‘When Entitlement Becomes a Means to Deflect Change’

, 276–278

Work–life balance

, 195

Workplace entitlement

, 21–22