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This study has been carried out using the qualitative method and conversation analysis approach to explore the discourse construction of the democratic and authoritarian status of English teachers in domestic high schools. Under the guidance of theoretical framework proposed by Chen Xingren (2013), two high school English classes from Teaching Video Network are analyzed in terms of question types, lexical characteristics, turn-takings and feedbacks. The results of this study show that in the classroom interactions,Teacher A builds up his democratic identity characteristics, while Teacher B turns up to behave authoritarian identity characteristics. This study analyzes two teachers' conversational strategies in order to yield implications for teacher development as well as help them further understand the way of using conversational strategies to mobilize students' initiative.

AbstractThis paper estimates the impact of participation in governance on member satisfaction with cooperatives using survey data from 960 land cooperative members in the Yangtze River Delta. The instrumental variable approach is used to address potential endogeneity. We find that participation in governance increases member satisfaction with cooperatives by approximately 26.2%. In particular, the impact of participation in governance is much higher for elite members with political connections than for ordinary members. The recognition of member rights and duties increases the likelihood of member participation in governance. To achieve the long‐term development of cooperative organizations, policy‐makers should encourage cooperative members to actively participate in governance, for example, by increasing cooperative members' understanding of their rights and responsibilities.