(Appears in Education Research Complete via EBSCO. Off-campus library login required.) Abstract: The article focuses on challenges associated with teachers in provision of culturally responsive teaching (CRT). Topics include significance of CRT in education with increment in pluralism, consideration of individual cultural in classroom management activities, implementation of classroom formative assessment in teaching methods for competency by teachers, illustration of pedagogy for enhancement of student learning and association of behavioral management in development of classroom programs.
(Appears in Education Research Complete via EBSCO. Off-campus library login required.) Abstract: Whether banking, communicating, watching television, or shopping, people can now do nearly anything on their personal digital devices. This digital access even extends to the college classroom where students use their personal devices for a multitude of non-class related purposes. Findings from a survey of 193 college undergraduates found that during class, students access particular types of platforms more frequently than others, providing insight into what they are doing when they are on their devices. Overall, students more often engage in accessing class information, utilizing online communication, using online photo sharing, and information seeking than other platforms. Based on the findings of the study, recommendations for educators are offered.
(Appears in Communication & Mass Media Complete via EBSCO. Off-campus library login required.) Abstract: Instructor listening skill is an understudied area in instructional communication research. This study looks at teachers’ active empathic listening behavior association with student incivility. Scholars recognize student incivility as a growing problem and have called for research that identifies classroom behaviors that can affect classroom climate. A total ofN = 434 undergraduate students were surveyed about their observations of student incivility in their classes, their perceptions of their instructor’s use of active empathic listening and nonverbal involvement, class size, instructor gender, and estimated instructor age. After controlling for nonverbal involvement, instructor age, instructor gender, and class size, results suggest active empathic listening associates negatively with three types of classroom incivility. Both class size and instructor nonverbal immediacy also emerged as predictors of student incivility.
NOT full text, available for ILL requesting
(Indexed in ERIC via EBSCO. Off-campus library login required.) Abstract: Classroom incivility is a major concern in higher education today. Yet little research has been done comparing the perceptions of students and faculty about the incivility occurring in our classrooms. Based on a survey of 3,616 students and 153 faculty members at a Midwestern U.S. university, this study provides useful information about the differences and similarities between students' and faculty members' perceptions about what classroom behaviors are most uncivil and about how frequently they are experiencing these behaviors. Although student and faculty ratings of the incivility of the behaviors in the study are similar, there are significant differences in how uncivil the two groups perceive the individual behaviors to be. The results also indicate that students perceive that the uncivil behaviors are occurring more frequently than faculty members perceive them to be. These results have implications for faculty and administrators developing policies designed to manage classroom incivility.
(Appears in Professional Development Collection via EBSCO. Off-campus library login required.) Abstract: Student violations of behavior norms affect the learning of others, the teaching of the instructor, and the atmosphere of the classroom.
Value of Engaging Pedagogy
What the Best College Teachers Do by Ken BainWhat makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study, offers valuable answers for all educators. The short answer is--it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out--but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe in two things: that teaching matters, and that students can learn. Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. This book is a source of insight and inspiration for first-year teachers and seasoned educators.--From publisher's description