Individual Differences in Listening Processes

Worthington, Debra L.; Fitch-Hauser, Margaret

doi:10.4324/9781315389202-4

Cited by 4 publications

(11 citation statements)

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“…Nonverbal active listening skills is also an area in need of additional attention in both professional development and research. Although many of the students mentioned common nonverbal listening skills, such as making eye contact (Bodie et al, 2015; Sangster & Anderson, 2009; Worthington & Fitch-Hauser, 2012), Bodie et al (2012) posited that individuals may have different schemas and expectations of what makes a person a good listener. In our study, for example, some gifted readers felt note-taking during dialogic discourse exchanges was a positive listening behavior while others did not.…”

Section: Discussionmentioning

confidence: 99%

“…Active listening is a multistep process that includes nonverbal engagement, rephrasing the speakers’ message, and follow up with relevant questions (Weger et al, 2014). When active listeners reflectively respond, it helps confirm their interpretation of the speaker’s message and encourages them to keep talking (Worthington & Fitch-Hauser, 2012).…”

Section: Background Literaturementioning

confidence: 99%

“…Active listening also involves an others-orientation, meaning that the listener is more open to and focused on the other person, rather than on their personal agenda and interests (Worthington & Fitch-Hauser, 2012). This student-centered approach to listening aligns with the student-centered nature of dialogic discourse and gifted pedagogy.…”

Section: Background Literaturementioning

confidence: 99%

“…Therefore, knowing students’ cultural positioning should presuppose differentiated teacher listening. For example, collectivist (Eastern) versus individualistic cultures (Western) have different norms and expectations for listening (Beall, 2010; Worthington & Fitch-Hauser, 2012). The major aim of listening interculturally is to understand the speaker’s message and avoid any miscommunication (Beall, 2010).…”

Section: Background Literaturementioning

confidence: 99%

“…Researchers have concluded that teachers exhibit different listening orientations, or ways in which they are positioned to listen to students (Coles, 2002; Davis, 1997), including teachers of gifted readers (Gilson & Little, 2016). These findings suggest that teachers of gifted readers could intentionally differentiate their listening (Worthington & Fitch-Hauser, 2012) during discourse based on the needs of the learners; however, further research is necessary to understand how it might affect student achievement and participation during classroom discourse (Gilson & Little, 2016). Surprisingly, although the intersection of teacher listening and discourse has been explored in the mathematics education literature over numerous decades (e.g., Coles, 2002; Davis, 1997; Empson & Jacobs, 2008; Lim et al, 2020; Mhlolo & Schäfer, 2012), it has received a paucity of research attention from the literacy and gifted education fields, with a few exceptions (Boyd & Markarian, 2011; Gilson & Little, 2016; Sangster & Anderson, 2009).…”

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confidence: 99%

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Gifted Adolescent Readers’ Perceptions of How Teachers Should (or Should Not) Listen During Dialogic Discourse

Gilson

Sauder

2021

Gifted Child Quarterly

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Effective listening is essential when teachers facilitate instructional classroom discussions. While the intersection between teacher listening and how students engage in discussions has received a wealth of research attention from other fields, this important phenomenon continues to be underresearched in the gifted and literacy education fields. To deepen our understanding of the phenomenon of teacher listening from students’ perspectives, we conducted an in-depth focus group study with middle school gifted students from five schools in a Southeastern state in the United States. Findings of our data analysis revealed four key interrelated themes: (a) teachers as active listeners, (b) teacher character traits, (c) student feelings and behaviors, and (d) listening as a pedagogical tool. Of significance, this study revealed students’ perspectives of how gifted education teachers should listen and that their listening influences students’ sense of connectedness and motivation for learning. Implications for professional learning and recommendations for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

mentioning

confidence: 99%

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Gifted Adolescent Readers’ Perceptions of How Teachers Should (or Should Not) Listen During Dialogic Discourse

Gilson

Sauder

2021

Gifted Child Quarterly

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Organizational listening and its implementation in the Chilean multi-store sector

Claro

2022

Public Relations Inquiry

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The following article addresses how organizational listening is being carried out in five Chilean retail institutions. Through a methodological analysis that combines a mixed character through semi-structured interviews with the application of questionnaires and document analysis, it attempts to establish whether and how customers and collaborators of these companies are being listened to. The above is done under the perspective of the importance of its development under the concept of institutional communication. With this objective in mind, we adapted the listening architecture model, proposed by Macnamara, and we seek to verify whether its elements are present in the Chilean reality of the multi-store sector in Chile. These are listening culture, listening policies, listening policies, resources, processes, technology, skills, and if these are adequately articulated. The findings help to understand the role and importance of organizational listening in the institutions for their best performance.

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In-Demand Instructional Communication Competencies for Organizational Trainers

Engstrom

Helens‐Hart

2023

Business and Professional Communication Quarterly

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An analysis of surveys ( N = 143) and interviews ( n = 34) with human resources and talent development professionals suggest respondents desired corporate trainers who were competent communicators—who could deliver content effectively in an engaging manner. Nonacademic trainers and subject-matter experts (SMEs) were often perceived as less adept at presenting complex material than academics who were considered SMEs in their fields and in the practice of teaching. Based on these findings, we recommend communication academics who desire to train in organizational settings market their expertise in instructional communication to training managers and SMEs seeking professional development.

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Individual Differences in Listening Processes

Cited by 4 publications

References 0 publications

Gifted Adolescent Readers’ Perceptions of How Teachers Should (or Should Not) Listen During Dialogic Discourse

Gifted Adolescent Readers’ Perceptions of How Teachers Should (or Should Not) Listen During Dialogic Discourse

Organizational listening and its implementation in the Chilean multi-store sector

In-Demand Instructional Communication Competencies for Organizational Trainers

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