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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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Literacy; Books; Clubs; Student Reaction; Literacy Education; Reading Comprehension; Childrens Literature; Elementary School Students; Elementary School Teachers; Reading; Reading Instruction; Grade 2; Grade 3; Early Childhood Education; Emergent Literacy; Writing Instruction; Childrens Writing

Abstract:
This article positions a view of student responses with relation to current literacy expectations. Student responses to a single book, "The Egypt Game," are explored. The responses are analysed from a group and individual student perspectives. The responses demonstrate the complex understandings that young students created about this book. Connections to current classroom practices are explored. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Introductory Courses; Required Courses; Education Courses; Student Reaction; Educational Philosophy; Womens Studies; Controversial Issues (Course Content); Gender Issues; Preservation; Information Retrieval

Abstract:
Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought. (Contains 7 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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Student Characteristics; Comparative Analysis; Elementary School Students; Educational Innovation; Grade 5; Student Reaction; Instruction; Interviews; Classroom Communication

Abstract:
The authors examined the testimonials of 60 elementary school students about their experience during class discussions of assigned readings. They randomly assigned 12 classrooms to 2 treatments: Philosophy for Children (P4C) and Regular Instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy. Ten students from each classroom were interviewed. According to the results, significantly more P4C students stated that they enjoyed expressing disagreement with peers, taking on new responsibilities, and explaining their thinking to others. More P4C students complained about the difficulties with getting the floor to speak, and suggested that changes are needed to better balance group participation. The authors discuss these findings and suggest implications for research and teaching. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Professional Education; Creative Thinking; Thinking Skills; Course Content; Work Environment; College Faculty; Assignments; Student Reaction; Business Administration Education; Management Development; College Administration; Interdisciplinary Approach

Abstract:
Creative thinking skills are essential for today's workplace. Three faculty members from different professional schools (business, higher education administration, teacher education) examined student responses to the creative assignments in their courses. The assignments exemplify the following criteria: invited taking risks, encouraged innovative thinking, stressed connecting, demonstrated synthesis and transformation of course content. The study examined student responses to creative projects via a Likert-scale survey, open-ended narrative responses, and then scores on a rubric on creativity and integrative learning. Fifty-seven students were surveyed across all three courses. Overall, results indicate that students not only found these assignments worthwhile but also found that they furthered their learning of course content. Implications for practice are included. (Contains 7 tables.) 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; Reflection; Educational Strategies; Classroom Environment; Classroom Techniques; Discussion (Teaching Technique); Modeling (Psychology); Student Participation; Learner Engagement; Transformative Learning; Educational Practices; Student Reaction

Abstract:
The author's first teaching position was as a 4th and 5th grade teacher at a school in Philadelphia. There, she learned the Quaker value of adding silence and periods of reflection to her teaching to provide a wider range of students with the opportunity to participate in classroom discussions. Later, a focus on silence as a teaching strategy led her to explore how students themselves use silence as a form of communication. The author also investigated the ways students might participate in classroom conversations through both talk and silence. How does a teacher respond when students are silent in the classroom? This article offers strategies that teachers can add to their teaching repertoire by understanding what silence means and how to use it. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Interdisciplinary Approach; Foreign Countries; Assignments; World Literature; Undergraduate Students; Student Reaction; Higher Education; Algebra; Integrated Activities; Learning Activities; Mathematics; Mathematics Education

Abstract:
Learning communities can strengthen early undergraduates' learning, but planning them can be daunting for instructors. Learning communities usually rely on integrative assignments that encourage interdisciplinary analysis. This article reports on our experiences using microloans as an interdisciplinary assignment in a learning community that united algebra with world literature. Students used the microfinance website www.kiva.org to make small loans of real money to entrepreneurs in low-income countries. Four themes emerged from student reaction to the assignment: awareness of Africa, community impact, mathematical consciousness, and productive collaboration among students. Our reflections suggest that microfinance assignments may support integrative learning across many other disciplines. 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:
Environmental Education; Science Education; Secondary School Science; High School Students; Identification; Behavior Change; Cultural Influences; Social Influences; Student Reaction; Educational Experience; Grade 10; Grade 11; Grade 12; Emotional Response; Reflection; Conflict

Abstract:
This ethnographic study at a public high school in the Northeastern United States investigates the process of change in students' environmental identity and proenvironmental behaviors during an Environmental Science course. The study explores how sociocultural factors, such as students' background, social interactions, and classroom structures, impact the environmental identity and behavior of students. In this investigation, the identity theory of emotion of Stryker (2004) from the field of sociology is utilized in the interpretation of students' reactions to classroom experiences as they proceed through the Environmental Science course. The participants in this study are an Environmental Science teacher and the 10-12th grade students in her Environmental Science elective course. The researcher collected data for a period of six months, attending class on a daily basis. Data was collected through participant observation, videotaping, interviews, and cogenerative dialogues. The results of this study inform science educators by illuminating important elements, such as students' emotional responses to activities in class, conflicting elements of students' identities, and students' openness and willingness to critically reflect upon new information, which contribute to whether a student is likely to change their views towards the environment and pro-environmental behaviors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Teacher Student Relationship; Discourse Analysis; Student Reaction; Decision Making; English Language Learners; Vocabulary; Reading; Grade 4; Grade 5; Elementary School Students

Abstract:
What constitutes a successful lesson? A considerable body of literature examines instructional talk; however, little attention has been directed to situations in which teacher intentions (as captured by lesson plan) are stymied by unanticipated student response and the teacher must instantaneously reevaluate and revise an intended lesson. This article scrutinizes specific teacher discourse practices in one English language learner (ELL) classroom when students struggle with a text. Close discourse analysis reveals that this teacher's consistent guided practice of anchoring her questions in student contributions to support students' existing purposes and understandings is not compromised even when this results in extended vocabulary-centered student searches for meaning and a lesson very different from what she intended. The dialogic nature of this lesson talk challenges simplified dichotomies of closed and open questions, as well as established notions of efficient and effective instructional practice. This illustrative case of dialogic teaching explicates the role of contingency in interactive discussion. 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:
Sampling; Mathematics Teachers; Middle Schools; High Schools; Mathematics; Mathematics Education; Mathematics Instruction; Comparative Analysis; Interviews; Probability; Experiments; Statistical Inference; Inferences; Student Reaction; Intervals; Sample Size; Prediction

Abstract:
Sampling tasks and sampling distributions provide a fertile realm for investigating students' conceptions of variability. A project-designed teaching episode on samples and sampling distributions was team-taught in 6 research classrooms (2 middle school and 4 high school) by the investigators and regular classroom mathematics teachers. Data sources included survey data collected in 6 research classes and 4 comparison classes both before and after the teaching episode, and semistructured task-based interviews conducted with students from the research classes. Student responses and reasoning on sampling tasks led to the development of a conceptual lattice that characterizes types of student reasoning about sampling distributions. The lattice may serve as a useful conceptual tool for researchers and as a potential instructional tool for teachers of statistics. Results suggest that teachers need to focus explicitly on multiple aspects of distributions, especially variability, to enhance students' reasoning about sampling distributions. (Contains 17 tables, 11 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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