The right to reticence

Chanock, Kate

doi:10.1080/13562517.2010.491907

Cited by 28 publications

(17 citation statements)

References 13 publications

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“…These assumptions have been applied to students from ‘Confucian‐heritage’ cultures with insufficient attention to prevailing social values in these contexts. Expectations connected with individual participation and grading of such contributions ignores a student's ‘right to reticence’ (Chanock, ) and the role of silence in learning among Chinese students (Jin, ). Moreover, the emphasis in the literature on the superiority of active learning over ‘passive’ or ‘traditional’ styles of teaching tends to overlook the research evidence that students still rate lectures very highly (Carpenter, ) and find elements of active learning, such as the time‐consuming nature of these activities and the fear that they will not be able to cover the course material (Qualters, ), disconcerting.…”

Section: The Arguments Against Attendance Requirementsmentioning

confidence: 99%

The Surveillance of Learning: A Critical Analysis of University Attendance Policies

Macfarlane

2013

Higher Education Quarterly

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Universities have recently strengthened their class attendance policies along with associated practices that intensify the surveillance of learning: a series of administrative and pedagogic strategies that monitor the extent to which students conform with behavioural expectations associated with learning. Drawing on university policy statements, the paper identifies implicit arguments underpinning attendance requirements for students in higher education. These include demonstrating the accountability of publicly funded higher education, a concern for the pastoral and academic welfare of students and their appropriate preparation for expectations associated with workplace and professional practice. In a critique it is argued that attendance policies promote presenteeism as part of the discourse of learnerism. Such rules further infantilise students rather than developing their capacity to make informed choices as adults thereby failing to respect their academic freedom.

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Section: The Arguments Against Attendance Requirementsmentioning

confidence: 99%

The Surveillance of Learning: A Critical Analysis of University Attendance Policies

Macfarlane

2013

Higher Education Quarterly

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“…Integration of the development of these skills into the context of the course has been argued as being more effective than trying to teach these skills in a separate course (ten Dam & Volman, 2004;Wingate, 2006). We suggest that students who start by posing a question in the title are more likely to understand the first of Chanock's (2010) aims of an essay as well as being more likely to exhibit higher-level literacy skills throughout their writing. Thus, we hypothesise that students who pose a question in their title will obtain higher assessment scores than those who do not, as evidence of higher-level skills are essential in obtaining higher marks.…”

Section: Introductionmentioning

confidence: 80%

“…This paper evaluates a simple method of encouraging students to engage with these higher level skills in their written assessments. Chanock (2010) outlines five goals that an essay should fulfil. The first is "presenting a question/problem to the reader" and forms the focus of this study.…”

Section: Introductionmentioning

confidence: 99%

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2015

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Many undergraduate students struggle to engage with higher order skills such as evaluation and synthesis in written assignments, either because they do not understand that these are the aim of written assessment or because these critical thinking skills require more effort than writing a descriptive essay. Here, we report that students who attended a freely available workshop, in which they were coached to pose a question in the title of their assignment and then use their essay to answer that question, obtained higher marks for their essay than those who did not attend. We demonstrate that this is not a result of latent academic ability amongst students who chose to attend our workshops and suggest this increase in marks was a result of greater engagement with 'critical thinking' skills, which are essential for upper 2:1 and 1 class grades. The tutoring method we used holds two particular advantages: First, we allow students to pick their own topics of interest, which increases ownership of learning, which is associated with motivation and engagement in 'difficult' tasks. Second, this method integrates the development of 'inquisitiveness' and critical thinking into subject specific learning, which is thought to be more productive than trying to develop these skills in isolation.

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“…Direct contact with staff and peers within small tutorial groups was likely to have encouraged most students to participate, to feel valued, and to develop an 'academic identity' (Jones & Galloway 2011). Even reticent students may have gained enough confidence to outwardly, or inwardly, become open to new ideas (Chanock 2010).…”

Section: Discussionmentioning

confidence: 99%

Tutorials for Enhancing Skills Development in First Year Students Taking Biological Sciences

Cousins

Barker

Dennis

et al. 2012

Bioscience Education

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In order to increase engagement and to consolidate skills, a tutorial-based skills course (module) was introduced as a compulsory component of first-year in the School of Biological Sciences, University of Aberdeen. We evaluated whether students had attained certain 'graduate attributes' during the course, comprising: transferable and generic skills and intellectual curiosity. Student feedback from course evaluation forms, student diaries and focus groups indicated that the course increased students' confidence in questioning accepted wisdom and helped students to develop generic skills. Feedback forms generally indicated a strong appreciation of interactions with tutors, and also of learning in small groups, interacting with peers within degree programmes, personalised learning, and developing generic skills. The quality of students' experience varied, probably due to differences among students themselves as well as with their tutors. Students' use of the course website indicated strategic use of materials to enhance the development of transferable/generic skills. Activity on the course website tended to be greatest among those students who went on to achieve higher overall course marks. Tutors were more cautious than students in claiming that students were more ready to question information having done the tutorial course. Intellectual curiosity among students was more apparent later in the course, suggesting that students had been learning critical thinking skills.

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The right to reticence

Cited by 28 publications

References 13 publications

The Surveillance of Learning: A Critical Analysis of University Attendance Policies

The Surveillance of Learning: A Critical Analysis of University Attendance Policies

Ask a clearer question, get a better answer.

Tutorials for Enhancing Skills Development in First Year Students Taking Biological Sciences

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