Literaturnachweis - Detailanzeige
| Autor/inn/en | Zengaro, Franco; Iran-Nejad, Asghar |
|---|---|
| Titel | Exploring Reflective Engagement That Promotes Understanding in College Classrooms |
| Quelle | In: International Journal for the Scholarship of Teaching and Learning, 1 (2007) 2, Artikel 13 (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-4744 |
| Schlagwörter | College Students; Learner Engagement; Reflective Teaching; Teaching Methods; Classroom Communication; Questioning Techniques; Active Learning; Writing Instruction; Writing (Composition); Observation; Grounded Theory; Essays; Statistical Analysis |
| Abstract | This study investigated student engagement in class discussions in a university-level, literature-based writing class. The research questions were 1) Does multiple-source learning provide a new lens for the observation of reflective teaching and learning practices? 2) Is there evidence that shows that the practices adopted by one teacher actually relied on and fostered this kind of thinking among students, and if so, what were those practices? The participants were 22 university students and their instructor, chosen because of the instructor's interest in improving class discussions. Data were collected over one semester through videotapes, formal and informal interviews, and class documents and were analyzed using constant comparison. Results showed the instructor facilitated student engagement through probing questions. The instructor's use of symbolism, metaphors, and experiences within this class were teaching tools aimed not at fostering domain-specific, elaborative, one-right-answer interpretations but rather at recruiting multiple sources for creating multiple cross-domain perspectives. (As Provided). |
| Anmerkungen | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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