Oral Non-Participation in College Students: A Study of Characteristics

Thoresen, Carl E.

doi:10.3102/00028312003003198

Cited by 6 publications

References 13 publications

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Verbal participation and peer status

Ahlbrand

Hudgins

1970

Psychol. Schs.

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247strongly suggests that they lack sufficient refinement for purposes of differential diagnosis. Further, item analysis revealed no item from any of the scales capable of significantly distinguishing between HFDs of the ED group and those of the BD group. This finding is not unexpected in view of the fact that the majority of these scoring systems have been presented as tools useful in screening and prediction relative to emotional and school adjustment and not as diagnostic techniques. Thus, it seems safe to conclude that, as general tools capable of screening out children with adjustment and/or learning problems from their non-problem peers, three of the scoring systems considered are equally efficient when applied to HFDs done by children within the ages of five to 12, and no system has given any evidence of differential diagnostic potential regardless of age a t which drawing was done. REFERENCES DILLARD. H. K.. & LANDSMAN. M. The Evanston Earlv Identification Scales. Prediction of school probiems from the human figure drawings of kindirgarten children. Journal of Clinical Psychology, 1968, 24, 227-228. L. 4NDSMANi M., C % Dillard, H. K. The Evanston Early IdatiJication Scale Manual, field research edition. Chicago: Follett Publishing, 1967. KOPPITZ, ELIZABETH M. Ex ected and exceptional items of human figure drawings and I& scores of children age 5 to 12. ?ournuL of Clinical Psychology, 1967,2S, 81-83. KOPPITZ, ELIZABETH M. Emotional indicators on human figure drawings of children: A validation study. Journal of Clinical Psychology, 1966a, 28, 313-315. KOPPITZ, ELIZABETH M. Emotional indicators on human figure drawings and school achievement of first and second graders.

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Verbal participation and peer status

Ahlbrand

Hudgins

1970

Psychol. Schs.

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Video in the College Classroom: An Exploratory Study

Thoresen

1966

The Personnel and Guidance Journal

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The effect of a counselor working directly with college teachers on a specific student learning problem—oral nonparticipation in discussion classes—was explored. Seven college history instructors viewed with a counselor videotaped excerpts of their own classroom discussion sessions. During playback sessions the counselor modeled and verbally and nonverbally reinforced certain instructor behaviors seen on video. Four instructors viewed tapes individually (IT) with the counselor; three instructors viewed tapes in a group (GT) with the counselor. Results: (1) Instructors reported video‐playback counseling was very helpful in changing their behavior in the classroom; (2) Instructors became more aware of how verbal and nonverbal cues influence student behaviors; (3) Small group playbacks seemed as effective as individual playback procedure.

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Effects of student characteristics and level of teacher-student interaction on achievement and attitudes

Power

1977

Contemporary Educational Psychology

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Oral Non-Participation in College Students: A Study of Characteristics

Cited by 6 publications

References 13 publications

Verbal participation and peer status

Verbal participation and peer status

Video in the College Classroom: An Exploratory Study

Effects of student characteristics and level of teacher-student interaction on achievement and attitudes

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