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Descriptors:
Aggression; Classroom Research; Inferences; Student Role; Attribution Theory; Higher Education; Bias; Student Reaction; Colleges; Undergraduate Students; Likert Scales; Communication Skills

Abstract:
Research indicates that Americans believe instructor political bias to be a serious problem in the college classroom, as many professors are considered a liberal elite. In light of scholarship suggesting that characteristics students bring with them to the classroom may influence their perception of instructor communication behaviors, the present study explores the role student aggressive communication traits play in students' dispositional inferences of their instructors holding an ideological bias and how students react to that inference in the college classroom. Results reveal that students' verbal aggressiveness predicts their perceptions of instructor ideological bias, whereas students' argumentativeness predicts their reactions to instructor ideological bias. Pedagogical implications and areas for future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Assignments; Reading; Comprehension; Persuasive Discourse; Academic Discourse; Writing Processes; College Students; Foreign Students; Asians; English (Second Language); Interviews; Ethnography; Foreign Countries; Classroom Research

Abstract:
This article argues that task representation should be considered as part of the construct of classroom-based academic writing. Task representation is a process that writers move through when creating a unique mental model of the requirements for each new writing task they encounter. Writers' task representations evolve throughout the composing process and continue to change even after a writing assignment is submitted for evaluation. The article presents data from an ethnographic study of an argumentative writing-from-readings assignment given in an academic writing class. The data show that the task representations of the four participants heavily influenced the form and substance of their final written products. It was particularly difficult for these second-language writers to interpret task cues emanating from the teacher and context to understand the boundaries of the writing-from-sources task and construct appropriate task representations. Consequently, two received a score of 0% for plagiarism and one intentionally avoided part of the source use requirement of the writing task. Because the participants' writing performance was partially a result of the accuracy and appropriateness of their task representations, this article argues that task representation should be considered when defining the construct of an academic writing-from-sources assessment. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Speech Communication; Grade 7; Power Structure; Science Instruction; Teacher Student Relationship; Classroom Research; Teacher Behavior; Student Behavior; Affective Behavior; Classroom Communication; Classroom Environment; Classroom Techniques; Discourse Analysis; Mixed Methods Research

Abstract:
This study examined emotional climate in relation to the teaching and learning of grade 7 science. A multi-method and multi-theoretic approach used sociocultural frameworks as a foundation for interpretive research, conversation analysis, prosody analysis, and studies of nonverbal conduct. Emotional climate varied continuously throughout a lesson. Dialogues occurred and afforded learning when interactions between the teacher and students were fluent and included humour and collective effervescence. Emotional climate was negatively valenced when the teacher and/or students endeavoured to establish and maintain power by restricting others' participation to spectator roles. The teacher's endeavours to maintain and establish control over students were potentially detrimental to teaching and learning, teachers and learners. This type of teaching gradually evolved into a form we referred to as cranky teaching, whereby the teacher and her students showed signs of frustration and the enacted teaching and learning roles lacked fluency. The methods we pioneered in the present study might be helpful for other teachers who wish to participate in research on their classes to ascertain what works and should be strengthened, and identify practices and rituals that are deleterious and in need of change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technology Education; Instructional Innovation; Design; Inclusion; Creative Thinking; Active Learning; Secondary School Students; Secondary School Teachers; Intervention; Learner Engagement; Interviews; Questionnaires; National Curriculum; Action Research; Classroom Research; Foreign Countries

Abstract:
This article offers evidence from a classroom-based research study in English secondary schools which developed an innovative approach to teaching in Design and Technology based on inclusive design (also known as universal design). The research evidence highlights how creative, problem-solving approaches in Design and Technology can be used to provide authentic, engaging learning experiences for students. This study, entitled "Designing our Tomorrows", introduced secondary school teachers and students to the principles and practices of inclusive design through an intervention using specially designed resources. In this article, findings from the study's qualitative pre- and post-intervention interviews are presented to illustrate how this type of approach can stimulate students' creativity and understanding of design. (Contains 1 table and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Student Teachers; Student Teaching; Classroom Observation Techniques; Classroom Research; Classroom Techniques; Knowledge Base for Teaching; Perspective Taking; Interpersonal Competence; Teacher Student Relationship; Learner Engagement; Aptitude Treatment Interaction; Emotional Intelligence; Preservice Teacher Education; Teacher Education Programs; Educational Philosophy

Abstract:
This article considers a noted trend by teacher educators at a South African University where student teachers seem to have very little connection with children they teach on their teaching practicals. This lack of engagement and ability to see individual children that are being taught and respond to them is the focus of the paper. The paper considers how such a circumstance may come into being by looking at socio-historical practices in education through a Foucauldian lens using the notions of government and governmentality. Ways in which people were managed and dominant forms of knowledge and being are in tension with curricular shift that construct children as competent and able. It then proposes that within teacher education a shift of perspective is needed in enabling students to "look" at the children in their classrooms in a deeper, more engaged way. This draws from research methods that use observation as for researchers to understand participants through their eyes (Hatch A, "Doing qualitative research in education settings," State University of New York Press, Albany, 2002). Three examples are given from classroom observations as a way of exploring what close observations of children can teach us about children's needs and interests. The paper concludes with a general framework students might draw on that places children as the focus in the classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Environment; Observation; Classroom Research; Kindergarten; Speech Communication; Video Technology; Early Childhood Education; Young Children; Teacher Student Relationship; Interpersonal Communication; Classroom Communication; Language Acquisition; Cooperative Learning; Preschool Teachers; Teaching Methods; Community Characteristics; Municipalities

Abstract:
The intention of this study is to examine how early childhood education (ECE) teachers can promote children's language learning and the construction of knowledge about their environment in everyday conversations. Young children primarily learn through interactions with adults and peers, with conversations representing important arenas for language learning, as well as for learning about the environment. The research question is: "How can teachers encourage a learning environment to promote children's learning to use language and collaborate on the construction of knowledge in everyday conversations?" This study has a special focus on the collaboration between teachers and children, and the study was accomplished through video observations carried out in a small-town kindergarten consisting of four classes. The results revealed that the children were mostly invited to answer closed questions, and that the teachers did not invite them to work together to develop their understandings. Through the study, the ECE teacher became focused on what is taking place in everyday conversations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music Teachers; Action Research; Classroom Research; Models; Critical Theory

Abstract:
This article considers some paradigms of educational research, and their relation to teachers' action research in their classrooms or studios. The positivist/scientific paradigm and the interpretive/naturalist paradigm are examined, with reference to two cases of music teachers' action research studies. These studies are found to be flawed because the paradigms underpinning them are inappropriate for classroom-based action research. The critical theory approach is also discussed but only briefly, because no instances of music teachers' action research in this paradigm have been found. The participatory paradigm is explained, with reference to a third case of music teachers' action research. The article argues that, for teachers' classroom-based action research, this paradigm is more appropriate than others. It suggests that music teachers' action research in the participatory paradigm: (a) includes self-study, (b) involves students, (c) considers the influence of context, (d) involves more than one turn of the action research cycle, and (e) engages with, and contributes to, the development of theory. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Motivation; Foreign Countries; Research Design; Structural Equation Models; Longitudinal Studies; Self Determination; Grade 8; Personal Autonomy; Prediction; Academic Achievement; Case Studies; Classroom Research; Learner Engagement; Measures (Individuals); Correlation

Abstract:
This study provides the first longitudinally designed, classroom-based empirical test of self-determination theory's motivation mediation model. Measures of perceived autonomy support, motivation (autonomy need satisfaction), engagement, and achievement were collected from 500 (257 females, 243 males) 8th-grade students in Korea in a 3-wave longitudinal research design. Multilevel structural equation modeling tested the model in which early-semester perceived autonomy support increased mid-semester autonomy need satisfaction, which, in turn, increased end-of-the-semester engagement, which then predicted course achievement. We further tested for possible reciprocal pathways and for the stability of all effects throughout the model. Results revealed a complex, dynamic model that unfolds within naturally occurring classroom processes, one that validated the hypothesized model but also extended and qualified it in important ways. All hypothesized effects were supported, but they were not stable over the course of the semester, largely because of the emergence of several reciprocal effects. Overall, this longitudinal test revealed a more dynamic model than suggested by previous cross-sectional investigations. (Contains 3 tables, 2 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Policy Formation; Social Change; Poverty; Classroom Environment; Classroom Research; Self Management; Low Income Groups; Scientific Research; Early Intervention; Research Needs; Social Indicators; Developmentally Appropriate Practices; School Readiness; Models; Social Action; Poverty Programs

Abstract:
Over 21% of children in the United States today are poor, and the income gap between our nation's richest and poorest children has widened dramatically over time. This article considers children's self-regulation as a key mediating mechanism through which poverty has deleterious consequences for their later life outcomes. Evidence from field experiments suggests that low-income children's self-regulation is modifiable by early educational intervention, offering a powerful policy option for reducing poverty's negative impact. The author discusses ways that scientific models of self-regulation can be expanded to include multiple developmental periods and real-world classroom contexts. Recommendations for advances in research design, measurement, and analysis are discussed, as are implications for policy formation and evaluation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Feedback (Response); Research Methodology; Learning Theories; Classroom Research; Error Correction; Writing Teachers; English (Second Language); Written Language; Language Teachers; Grammar; Intuition; Second Language Learning; Student Needs; Second Language Instruction; Trend Analysis; Educational Research; Writing Instruction

Abstract:
Language teachers spend much of their time providing corrective feedback on students' writing in hope of helping them improve grammatical accuracy. Turning to research for guidance, however, can leave practitioners with few concrete answers as to the effectiveness of written corrective feedback (CF). Debate in the literature continues, reflecting dichotomies in language learning theory, inconsistent research methodology, and inherent challenges in designing controlled classroom research. As the debate evolves, few teachers are waiting for concrete empirical support and instead provide written CF based on intuition, experience, and student expectations. Second language and foreign language writing teachers, therefore, face the immediate challenges of assessing their students' abilities, needs, goals, and preferences with respect to written accuracy and then designing feedback to fit teaching contexts in ways that are manageable and useful. This article identifies factors that warrant consideration when teachers make decisions about the provision of written CF and highlight trends in research that provide practical insights for its design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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