Mining for gold and finding only nuggets: attempting a rapid systematic review, on trust in higher education IBL classrooms

Beltrano, Natalie; Archer-Kuhn, Beth; MacKinnon, Stacey L.

doi:10.1080/13540602.2021.1955672

Cited by 4 publications

(6 citation statements)

References 21 publications

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“…Cavanagh et al 2018) or a single institutional context. Indeed, in their literature review of trust in inquiry-based learning higher education contexts, Beltrano, Archer-Kuhn, and MacKinnon (2021) conclude that they did not find the "gold" they were seeking (directly relevant literature), but that several "nuggets" they uncovered suggest that this is an important topic for future scholarly mining (10). Similarly, Payne, Stone, and Bennett (2022) close their conceptual paper by stating: "We view the construct of trust within higher education as an area full of research potential.…”

Section: Trust In the Higher Education Classroommentioning

confidence: 99%

Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education

Felten

Forsyth

Sutherland

2023

TLI

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The quality of student-teacher classroom interactions is important to learning, belonging, and success, particularly for students from groups that have been historically excluded from or marginalized in higher education. The literature commonly asserts that one necessary part of high-quality educational interactions (whether in person or online) is trust, but several scholars note that trust has not been systematically explored by scholars of higher education teaching and learning. In this paper, we propose a conceptual framework for identifying and describing teacher-initiated “trust moves” in the classroom, based on both the literature and interviews with teaching faculty in varied contexts. In doing this, we hope to provide a practical resource for teachers to reflect on possible approaches for building trust with students in their own classrooms—and for scholars and academic developers who wish to study or support these efforts.

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Section: Trust In the Higher Education Classroommentioning

confidence: 99%

Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education

Felten

Forsyth

Sutherland

2023

TLI

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“…However, it is recognized that the application of critical pedagogies is not without challenges or resistance. There are arguments around the ability to "teach" students, concerns around content coverage or meeting learning outcomes (Aditomo et al, 2013;Beltrano et al, 2021), and discussions about the impact of high-level emotions (Beltrano et al, 2021). Indeed, IBL is not without challenges.…”

Section: Challenges In the Application Of Iblmentioning

confidence: 99%

“…Inquiry-based learning requires students to work in groups, and this is also true for teachers. Teachers require champions to support them in taking a pedagogical risk, as there will be challenges (Beltrano et al, 2021). There is a need for "buy-in" from HE institutions and other faculty, as it may feel as if those who adopt IBL approaches are going against the norm (Hayward et al, 2015;Spronken-Smith et al, 2011).…”

Section: The Need For Collaborationmentioning

confidence: 99%

“…There is a need for "buy-in" from HE institutions and other faculty, as it may feel as if those who adopt IBL approaches are going against the norm (Hayward et al, 2015;Spronken-Smith et al, 2011). Teachers need to seek out a community of support to brainstorm, debrief, strategize, and research the application and impact of IBL (Beltrano et al, 2021). Imagining SoTL, Volume 3(1) (2023)…”

Section: The Need For Collaborationmentioning

confidence: 99%

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Call and Response: Inquiry-Based Learning as a Critical Pedagogy in the Scholarship of Teaching and Learning to Promote Transformation and Transformational Leadership

Beltrano

2023

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We have been called to action as teachers—to become leaders of change in society and move forward in good ways in the Scholarship of Teaching and Learning (SoTL). To move forward in good ways, we must identify and work to deconstruct systemic racism and white supremacy embedded in all colonial institutions, including institutions of higher education. We can start this journey in higher education by responding to the call to engage with new ways of knowing and doing; we can apply critical pedagogies in the classroom. Responding to Dr. Gabrielle Weasel Head’s question “What might we miss if we do not spark students’ curiosity?,” I suggest that through the application of inquiry-based learning (IBL), we might inspire students to become curious and engage with us in the goals of social justice. In this call-and-response article, I engage with the literature and reflect on the application of IBL as both student and teacher.

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“…To our knowledge, only a few review papers and books have been published in this field, such as Niedlich et al (2020), Forsyth et al (2011), Leithwood (2021), Coady (2019), Shayo et al (2021), and Khalfaoui (2021). A rapid review by Beltrano et al (2021) may also be mentioned, though this paper focuses on trust in higher education, which is beyond our scope. None of these reviews have mapped the research methods, social scope or to what extent trust is studied as "effect" or "cause" in student-teacher relationships.…”

Section: Introductionmentioning

confidence: 96%

Trust in Schoolteachers: A Scoping Review Protocol

Conradsen,

Osnes,

Skirbekk

2024

NJSRE

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Student–teacher relationships are highly important issues in education. Trust between these actors seems crucial in terms of forming a pedagogical alliance. Studies also suggest that educational systems dominated by test regimes may reduce trust in teachers. In this protocol, we describe a scoping review that will map research on students’ trust in schoolteachers. Specifically, we will examine what research designs have been applied, whether trust is studied as a result of a process or as a cause that affects other factors, and finally, whether student–teacher trust is studied in a micro perspective, organizational perspective, or a societal perspective. Ten databases will be searched, including ERIC, CINAHL, Web of Science, and Scandinavian scientific databases.

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Mining for gold and finding only nuggets: attempting a rapid systematic review, on trust in higher education IBL classrooms

Cited by 4 publications

References 21 publications

Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education

Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education

Call and Response: Inquiry-Based Learning as a Critical Pedagogy in the Scholarship of Teaching and Learning to Promote Transformation and Transformational Leadership

Trust in Schoolteachers: A Scoping Review Protocol

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