Investigating Student Perceptions of Instructor Talk: Alignment with Researchers’ Categorizations and Analysis of Remembered Language

Ovid, Dax; Rice, Mallory M.; Luna, Joshua Vargas; Tabayoyong, Karen; Lajevardi, Parinaz; Tanner, Kimberly D.

doi:10.1187/cbe.21-06-0153

Cited by 8 publications

(10 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, students may have work or caregiving responsibilities and are unable to attend out of class sessions or office hours. In addition, this type of messaging aligns with research on “negatively‐phrased instructor talk”––non‐content talk by instructors that can discourage students and are often remembered by them as negative experiences (Harrison et al, 2019; Ovid et al, 2021).…”

Section: Resultssupporting

confidence: 60%

Science faculty conceptions of equity and their association to teaching practices

Russo-Tait

2022

Science Education

View full text Add to dashboard Cite

Equity in education has been conceptualized in various ways, which provides different affordances and constraints for policy, research, and teaching decisions. Regarding the latter, there is a dearth of research on how postsecondary science faculty conceptualize equity and whether and how their understandings of equity may be informing their teaching and related practices. This study examined equity conceptions and reported teaching practices among 45 faculty members in a College of Sciences at a research intensive, historically White, public university in the United States. Thematic analysis showed that faculty conceptualized equity in three ways—“equality,” “inclusion,” or “justice”—and these conceptions were associated with instructor‐centered or student‐centered practices. Professors with “equality” conceptions of equity tended to report teaching mostly via lecture, while those with “inclusion” conceptions reported using active learning and/or inclusive teaching practices. Most professors with a “justice” conception went beyond active learning and inclusive practices to also include an emerging critical pedagogy. Conceptions of equity appear to inform how university science faculty see their roles in advancing equity in their classrooms. These findings provide a foundation for future research that seeks to support college science faculty's understandings of equity issues in higher education and the pedagogical practices necessary to ameliorate them.

show abstract

Section: Resultssupporting

confidence: 60%

Science faculty conceptions of equity and their association to teaching practices

Russo-Tait

2022

Science Education

View full text Add to dashboard Cite

show abstract

“…This study builds on prior research that characterizes how students perceive their instructor within phenomena‐based laboratory curricula (Kendall & Schussler, 2012; Ovid et al, 2021) and investigates the dynamic of instructor–student interactions during phenomena‐based investigations (Chen & Techawitthayachinda, 2021; Donnelly et al, 2014). This study provides insight into the relationship between perceptions regarding an instructor's role and student learning outcomes (RQ1) along with the importance of instructor–student interactions in cultivating a student‐centered environment (RQ2).…”

Section: Discussionmentioning

confidence: 99%

Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development

Sangha,

Donnelly‐Hermosillo,

Nelson

2024

J Res Sci Teach

View full text Add to dashboard Cite

Phenomena‐based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena‐based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities to learn or teach science within the student and instructor roles inherent within these approaches. This study uses a convergent parallel mixed‐methods approach to investigate PSETs' perceptions of their laboratory instructor's role within a Physical Science phenomena‐based laboratory curriculum and how it impacts their conceptual development (2 instructors/121 students). We also examine how the two laboratory instructors' discursive moves within the laboratory align with their's and PSETs' perceptions of the instructor role. Qualitative data includes triangulation between a student questionnaire, an instructor questionnaire, and video classroom observations, while quantitative data includes a nine‐item open response pre‐/post‐semester conceptual test. Guided by Mortimer's and Scott's analytic framework, our findings show that students primarily perceive their instructors as a guide/facilitator or an authoritarian/evaluator. Using Linn's knowledge integration framework, analysis of pre‐/post‐tests indicates that student outcomes align with students' perceptions of their instructors, with students who perceive their instructor as a guide/facilitator having significantly better pre‐/post‐outcomes. Additional analysis of scientific discourse from the classroom observations illustrates how one instructor primarily supports PSETs' perspectives on authentic science learning through dialogic–interactive talk moves whereas the other instructor epistemologically stifles personally relevant investigations with authoritative–interactive or authoritative–noninteractive discourse moves. Overall, this study concludes by discussing challenges facing laboratory instructors that need careful consideration for phenomena‐based approaches.

show abstract

“…Further research examining Instructor Talk across multiple classroom contexts showed both positively and negatively phrased Instructor Talk has lasting impacts on students’ perceptions of the classroom environment ( Harrison et al. , 2019 ; Ovid et al. , 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Why Students Struggle in Undergraduate Biology: Sources and Solutions

Tracy

Driessen

Beatty

et al. 2022

LSE

View full text Add to dashboard Cite

show abstract

Investigating Student Perceptions of Instructor Talk: Alignment with Researchers’ Categorizations and Analysis of Remembered Language

Cited by 8 publications

References 38 publications

Science faculty conceptions of equity and their association to teaching practices

Science faculty conceptions of equity and their association to teaching practices

Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development

Why Students Struggle in Undergraduate Biology: Sources and Solutions

Contact Info

Product

Resources

About