Silence: Reflection, Literacy, Learning, and Teaching

Belanoff, Pat

doi:10.2307/358625

Cited by 16 publications

(16 citation statements)

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“…For others, ‘silence meant understanding’ and they did not feel the need to say more. This is consistent with research that shows that while Western classrooms with a dominant independent culture may be ‘fearful of silence’ (11, 32), silence in international settings may be a sign of respectful deference for (33, 34) those from Eastern or interdependent cultures (33, 34). …”

Section: Discussionsupporting

confidence: 89%

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

Zaidi

Verstegen

Vyas

et al. 2016

Medical Education Online

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BackgroundWe live in an age when education is being internationalized. This can confront students with ‘cultural hegemony’ that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is ‘critical consciousness’. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future.MethodThe setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues.ResultsParticipants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum.ConclusionOur results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations.

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Section: Discussionsupporting

confidence: 89%

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

Zaidi

Verstegen

Vyas

et al. 2016

Medical Education Online

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“…The concept of transfer is discussed frequently in the literature as a desired outcome of the teaching of writing (Belanoff, ; Campillo, ; Nicol & Macfarlane‐Dick, ; Orsmond, Merry & Callaghan, ). For educators, it is hoped that students leave writing courses with, not only a strong finished writing product for the course, but also a transferable set of writing skills for future needs.…”

Section: Self‐assessment: Theoretical Frameworkmentioning

confidence: 99%

“…In addition, reliability of student marks has been shown to be lower when student assessment is used summatively for a final grade (Boud & Falchikov, ). Students are likely to be more critical of their own work and more honest about their assessment when the exercise does not determine a grade for an essay. Students should be provided sufficient independent time and space to complete self‐assessment exercises, with most work taking place in class (Belanoff, ; Graziano‐King, ; Hilgers, Hussey and Stitt‐Bergh, ; O'Neill, ).Rationale: Working in class on self‐assessment will enable teachers to offer support and corrective feedback. Teachers should carve out a sufficient space during class time for students to assess their writing and complete revision.…”

Section: Literature Synthesis: Self‐assessment and Classroom Strategimentioning

confidence: 99%

Self‐assessment methods in writing instruction: a conceptual framework, successful practices and essential strategies

Nielsen

2012

Journal Research in Reading

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Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large‐scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices. Self‐assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta‐cognition during the writing process. Self‐assessment practices are described in publications across the academic disciplines where writing is required, and close investigations of the methods are also published in the research fields of literacy, English education and composition. This study aims to bridge these fields to construct a clear and comprehensive understanding of self‐assessment methods. Self‐assessment encompasses a wide range of practices and varied terminology. It is essential to clarify effective methods of self‐assessment and to disseminate practical information to educators. This paper presents the findings of an analysis of the literature yielding: (1) a theoretical framework for self‐assessment methods in writing instruction; (2) an overview of concepts/practices; (3) a list of literature‐supported strategies for effective classroom use derived from a study of a vast body of literature. Results strongly support self‐assessment as a means to foster student writing achievement, middle school through higher education. Delineated strategies can assist instructors with self‐assessment implementation.

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“…While, on the other hand, there are some other scholars arguing that the nonverbal nature of silence should not be necessarily interpreted as lack of communication and it is in its nature communicative (Acheson, 2008a(Acheson, , 2008bBelanoff, 2001;Tatar, 2005). Samarin (1965, p. 115) makes the point clear by comparing silence with zero in math.…”

Section: Silence Definedmentioning

confidence: 99%

Iranian EFL faculty members’ attitude towards silent students

Askari¹,

Moinzadeh²

2014

IJRSE

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Given the point that attitude has the three dimensions of cognition, affection and behavior and that teachers' attitude towards the students strongly affects their teaching and students' learning, this study was an attempt to determine EFL faculty members' attitude towards silent students in Iran. To this end, 97 EFL faculty members were selected through stratified random sampling from Isfahan, Shiekhbahaee, Khorasgan, Sobhesadegh, Najafabad and Amin universities located in the province of Isfahan. In this descriptive survey study, the data were gathered by a 5 point Likert-scale researcher-made questionnaire (with 60 items; 23 items are related to the cognitive dimension of attitude, 23 to the affective dimension and 14 to the behavioral dimension) whose validity was confirmed by four experts in the field of psychology and teaching English. Moreover, its reliability, based on the Cronbach's alpha, was calculated to be 0.892 showing that it is of high acceptable reliability. The obtained data were analyzed by one-sample t-test. The results showed that the EFL faculty members' attitude in terms of cognitive and behavioral dimensions was positive and above average, while their attitude in terms of emotional dimension was average. And finally, their total attitude was positive and above average.

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Silence: Reflection, Literacy, Learning, and Teaching

Cited by 16 publications

References 0 publications

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

Self‐assessment methods in writing instruction: a conceptual framework, successful practices and essential strategies

Iranian EFL faculty members’ attitude towards silent students

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