References
Akar, H., & Yildirim, A. (2009). Change in teacher candidates' metaphorical images about
classroom management in a social constructivist learning environment. Teaching in
Higher Education, 14(4), 401-415. doi:10.1080/13562510903050152
The purpose of this study was to understand the conceptual change teacher candidates
went through in a constructivist learning environment in a classroom management
course. Within a qualitative case study design, teacher candidates' metaphorical images
about classroom management were obtained through document analysis before and after
they were subjected to a constructivist learning environment. Prior to the
implementation, the images depicted a 'controlling' or 'leading' type of classroom
management approach indicating a disciplinary vision. After the implementation, although
the metaphors were mainly retained by participants, the descriptions of the images
depicted more a leading type of classroom management that entailed messages of
cooperation and sensitivity toward individual differences. The results showed that a
constructivist learning process may result in a change in teacher candidates' conceptions
of classroom management. [ABSTRACT FROM AUTHOR]; Copyright of Teaching in Higher
Education is the property of Routledge and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Alonso, M., Stella, C., & Galagovsky, L. (2008). Student assessment in large-enrollment
biology classes. Biochemistry and Molecular Biology Education, 36(1), 16-21. Retrieved
from
http://ezproxy.lib.ucf.edu/login?url=http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtm
l?recid=0bc05f7a67b1790e42d70f679a2de010a3a0b2714a438fa3a8be296613959378928
04bc80ff8ba38&fmt=C
The writers present a method for assessing students in large-enrollment university
biology courses. They reveal that the method, called Understand Before Choosing (UBC),
requires students to understand concepts embedded in a text. They compare its design
with that of open-ended question examinations and of multiple choice tests. They then
present results of evaluations of UBC.
Angus, S. D., & Watson, J. (2009). Does regular online testing enhance student learning in the
numerical sciences? robust evidence from a large data set. British Journal of Educational
Technology, 40(2), 255-272. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ828587&site=ehostlive; http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-8535.2008.00916.x
While a number of studies have been conducted on the impact of online assessment and
teaching methods on student learning, the field does not seem settled around the
promised benefits of such approaches. It is argued that the reason for this state of affairs
is that few studies have been able to control for a number of confounding factors in
student performance. We report on the introduction of a regular (every 3 weeks) lowmark online assessment tool in a large, first-year business mathematics course at the
University of New South Wales, a major Australian university. Using a retrospective
regression methodology together with a very large and rich data set, we test the
proposition that exposure to the online assessment instrument enhances student
learning. Significantly, we are able to control for prior student aptitude, in-course
mastery, gender and even effort via a voluntary class attendance proxy. Furthermore,
the study incorporates two large, and statistically diverse cohorts as well as
manipulations in the model tested to robustly examine the outcomes. Our central result is
that higher exposure to the online instrument robustly leads to higher student learning,
all else being equal. Various implications for online assessment design, implementation
and targeting are also discussed.
Barnett, J. (2006). Implementation of personal response units in very large lecture classes:
Student perceptions. Australasian Journal of Educational Technology, 22(4), 474-494.
Retrieved from http://www.ascilite.org.au/ajet/ajet22/barnett.html;
http://ezproxy.lib.ucf.edu/login?url=http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtm
l?recid=0bc05f7a67b1790e42d70f679a2de01098768bc07410ff8e5bbd086e4cf07f38cfd27
b83e59131cd&fmt=C
This article reports on a large scale implementation of personal response units in three
introductory science courses at the University of Western Ontario in Canada. An online
survey of students was conducted to gather their perceptions on the uses of the devices,
triangulated by participant observation of the classes and email interviews with the
instructors. Although the students' perceptions were generally favourable, problems
associated with implementation were widespread. Advantages and disadvantages of the
technology are discussed along with suggestions for its use. (Contains 5 figures and 1
table.) (As Provided)
Bedard, K., & Kuhn, P. (2008). Where class size really matters: Class size and student ratings
of instructor effectiveness. Economics of Education Review, 27(3), 253-265.
doi:10.1016/j.econedurev.2006.08.007
Abstract: We examine the impact of class size on student evaluations of instructor
performance using data on all economics classes offered at the University of California,
Santa Barbara from Fall 1997 to Spring 2004. A particular strength of this data is the
opportunity to control for both instructor and course fixed effects. In contrast to the
literature examining class size effects on test-based outcomes—where results can vary
considerably across specifications—we find a large, highly significant, and nonlinear
negative impact of class size on student evaluations of instructor effectiveness that is
highly robust to the inclusion of course and instructor fixed effects. [Copyright 2008
Elsevier]; Copyright of Economics of Education Review is the property of Pergamon Press
- An Imprint of Elsevier Science and its content may not be copied or emailed to multiple
sites or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use. This abstract
may be abridged. No warranty is given about the accuracy of the copy. Users should refer
to the original published version of the material for the full abstract. (Copyright applies to
all Abstracts.)
Bell, D. C., Arnold, H., & Haddock, R. (2009). Linguistic politeness and peer tutoring. Learning
Assistance Review, 14(1), 37-54. Retrieved from
http://ezproxy.lib.ucf.edu/login?url=http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtm
l?recid=0bc05f7a67b1790e42d70f679a2de01098768bc07410ff8eea0ca4069486e7734ffa0
bef995719e1&fmt=C; http://www.nclca.org/
The goal of this research was to use politeness theory to analyze the developing tutorial
relationship between students and peer tutors in a university writing center. The study
monitored two pairs of tutors and students over a period of six weeks, focusing on weeks
one and six. Using partial transcripts of recorded sessions along with observation notes,
the authors used discourse analysis to determine the significance of politeness in the
functioning of the tutorial sessions. The authors concluded that in initial sessions, tutors
use politeness strategies to shift between the collaborative role as peer and the
authoritative role as tutor, relying more on negative politeness strategies, and after six
weeks of recurring sessions, tutors rely less on negative politeness strategies and more
on positive politeness strategies. (As Provided)
Beyers, C. (2008). The hermeneutics of student evaluations. College Teaching, 56(2), 102106. Retrieved from
http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=tru
e&db=aph&AN=32013588&site=ehost-live
Student evaluations of teacher performance are generally taken as an important measure
of teaching effectiveness. However, they often misrepresent classroom realities. The
ratings on the forms frequently reflect students' emotional experiences in their courses
rather than pedagogy or the amount of learning. Finally, since education is necessarily
progressive, a competent teacher's evaluations should include complaints about difficulty
and workload. Administrators need to bear this in mind in their assessment of student
ratings so that they do not encourage instructors to teach in fear of their evaluations.
[ABSTRACT FROM AUTHOR]; Copyright of College Teaching is the property of Heldref
Publications and its content may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written permission. However, users may
print, download, or email articles for individual use. This abstract may be abridged. No
warranty is given about the accuracy of the copy. Users should refer to the original
published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Black, E. W., Greaser, J., & Dawson, K. (2008). Academic dishonesty in traditional and online
classrooms: Does the "media equation" hold true? Journal of Asynchronous Learning
Networks, 12, 23-30. Retrieved from
http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=tru
e&db=eric&AN=EJ837484&site=ehost-live; http://www.sloanconsortium.org/node/1398
Limited empirical research exists regarding the prevalence of academic dishonesty in the
online classroom. This limited evidence supports the notion that factors contributing to
academic dishonesty in the traditional classroom also apply to online courses. The
purpose of this study is to explore the relationship between factors known to contribute
to academic dishonesty in traditional courses with undergraduate students' perceptions of
cheating in online courses. 1068 undergraduates enrolled in online courses completed a
survey exploring factors known to contribute to academic dishonesty in face-to-face
classes and their perception of their peers' level of cheating in online courses.
Researchers employed bivariate correlations and multiple regression on data obtained
from these students. Results suggest factors known to contribute to academic dishonesty
in face-to-face classes have little influence in online courses, and results suggest that
future research needs to consider whether students who engage in online learning have
different ideas about what constitutes cheating. (Contains 5 tables.)
Blin, F., & Munro, M. (2008). Why hasn't technology disrupted academics' teaching practices?
understanding resistance to change through the lens of activity theory. Computers &
Education, 50(2), 475-490. Retrieved from
http://dx.doi.org/10.1016/j.compedu.2007.09.017;
http://ezproxy.lib.ucf.edu/login?url=http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtm
l?recid=0bc05f7a67b1790e42d70f679a2de01098768bc07410ff8e23ea475d6a93437cfdfc5
f912ec2f9d6&fmt=C
The advent of the Internet heralded predictions that e-learning would transform and
disrupt teaching practices in higher education. E-learning also promised to expand
opportunities for lifelong and flexible learning, and offered a panacea for practical issues
such as decreased funding and increasing student numbers. The anticipated disruption to
teaching and learning has not come to fruition however. Although technology is now
common place in most higher education institutions--most institutions have invested in a
virtual learning environment (VLE) and employ staff dedicated to supporting e-learning-there is little evidence of significant impact on teaching practices and current
implementations are accused of being focused on improving administration and
replicating behaviourist, content-driven models. This paper discusses a preliminary
analysis, rooted in Activity Theory, of the transformation of teaching practices, which did
or did not take place in our university following the institution-wide deployment of a VLE.
In particular, factors limiting a full uptake of the VLE more advanced functionalities by the
wider university community are explored. (Author)
Boehm, P. J., Justice, M., & Weeks, S. (2009). Promoting academic integrity in higher
education. Community College Enterprise, 15(1), 45-61. Retrieved from
http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=tru
e&db=eric&AN=EJ839138&site=ehost-live;
http://www.schoolcraft.edu/pdfs/cce/15.1.45-61.pdf
The purpose of the study is to identify best practice initiatives that contribute to academic
integrity and reduce scholastic dishonesty in higher education. Chief academic affairs
officers (CAOs) or provosts at four year public and private colleges/universities and
community colleges in the United States were surveyed. Four initiatives were found to be
significant in reducing scholastic dishonesty: (a) faculty training, (b) effective classroom
management strategies, c) clear definitions and examples of cheating and (d) placing an
"XF" on official transcripts of students found cheating. Significant differences were found
between private institutions and community colleges in two initiatives: (a)
encouragement of more collaboration on homework and (b) effective classroom
management strategies.
Bongey, S. B., Cizadlo, G., & Kalnbach, L. (2005). Using a course management system (CMS)
to meet the challenges of large lecture classes. Campus-Wide Information Systems,
22(5), 252-262. Retrieved from http://dx.doi.org/10.1108/10650740510632172;
http://ezproxy.lib.ucf.edu/login?url=http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtm
l?recid=0bc05f7a67b1790e42d70f679a2de01098768bc07410ff8e37b2bf0520fe01925012
19b69f7992d4&fmt=C
Purpose: This paper aims to describe the process and the outcome of a situation in which
a professor of anatomy and physiology made supplemental use of a course management
system (CMS) to assist with the instruction of 242 students. The purpose of this
instructor's use of WebCT was to: increase student autonomy and improve access to
information; improve student learning and achievement through the expert use of
student "Self-Tests", which are an ungraded, interactive tutoring/quizzing feature; create
a more active, student-centered learning environment. Design/methodology/approach:
Features that were provided in the WebCT site include: student self-tests are ungraded,
but act as a basic form of expert system or informative tutor by providing very specific
feedback to answers students selected in this multiple choice experience. The feedback to
each question was designed by the instructor, who advised students to use the system as
a tutor by clicking on a variety of possible answers to gather new information. Comments
on answers were designed to demonstrate to the student the "way of thinking" of a
professional in the field. Current grade information for individual students. Schedulerelated information on labs, due dates, etc. syllabus lecture audio. Findings: Findings
suggest that the implementation of the WebCT self-tests contributed to the substantial
increase in student test scores. Research limitations/implications: The implications are
very exciting and far-reaching in that--through a fairly unobtrusive course re-design--the
use of a CMS yielded a measurable improvement in student achievement. Practical
implications: The use of these expert-system-like self-tests, gradebooks, and other CMS
features has the potential to improve teaching and learning in all manner of courses,
including those that are on-ground, blended, and fully online. Originality/value: This
paper uses concrete data to demonstrate how a course management system was used to
re-design traditional courses and how this re-design resulted in improved student
achievement. (Contains 7 figures and 2 tables.) (As Provided)
Borda, E. J., Kriz, G. S., Popejoy, K. L., Dickinson, A. K., & Olson, A. L. (2009). Taking
ownership of learning in a large class: Group projects and a mini-conference. Journal of
College Science Teaching, 38(6), 35-41. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ848600&site=ehostlive;
http://www.nsta.org/publications/browse_journals.aspx?action=issue&id=10.2505/3/jcst
09_038_06
Helping students take ownership of their learning is often a challenge in a large lecture
course. In this article, the authors describe a nature of science-oriented group project in
a chemistry course in which students gave presentations in concurrent conference
sessions as well as its impact on student learning as evidenced through multiple data
sources. Finally, they describe how they plan to improve this project in the future and
how it can be adapted to other science courses. (Contains 3 figures and 4 tables.)
Braden, S. W., & Smith, D. N. (2006). Managing the college classroom: Perspectives from an
introvert and an extrovert. College Quarterly, 9(1) Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ835334&site=ehostlive
One of the biggest challenges facing college instructors in the 21st century is classroom
misbehavior. The authors propose that how one handles classroom incivility is a matter of
personality type. One of the authors is an extrovert; the other an introvert. The authors
discuss personality theory, general classroom management, how to identify student
problems, ascertain the cause of student problems and provide an appropriate solution
depending upon one's personality type. With the right goals, preparation and strategies
all types of professors can effectively deal with disruptive students.
Braxton, J. M., & Jones, W. A. (2008). The influence of student classroom incivilities on
communal potential. NASPA Journal, 45(3), 425-439. Retrieved from
http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=tru
e&db=eric&AN=EJ819183&site=ehost-live;
http://publications.naspa.org/naspajournal/vol45/iss3/art8/
This study explores the relationship between such student classroom incivilities as
disrespectful disruptions and insolent inattention and student's sense of their likelihood of
finding a group of students with which they share in common goals, values and beliefs. A
negative relationship between these two forms of classroom incivilities and communal
potential was found. Implications for practice are presented. (Contains 2 tables and 1
footnote.)
Buchanan, W. (2006). Correlation between academic and skills-based tests in computer
networks. British Journal of Educational Technology, 37(1), 69-78. Retrieved from
http://dx.doi.org/10.1111/j.1467-8535.2005.00476.x;
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6954298a2e14&fmt=C
Computing-related programmes and modules have many problems, especially related to
large class sizes, large-scale plagiarism, module franchising, and an increased
requirement from students for increased amounts of hands-on, practical work. This paper
presents a practical computer networks module which uses a mixture of online
examinations and a practical skills-based test to assess student performance. For
widespread adoption of practical assessments, there must be a level of checking that the
practical assessments are set at a level that examinations are set at. This paper shows
that it is possible to set practical tests so that there can be a strong correlation between
practical skills-based tests and examination-type assessments, but only if the practical
assessment are set at a challenging level. This tends to go against the proposition that
students who are good academically are not so good in a practice test, and vice versa.
The paper shows results which bands students in A, B, C, and FAIL groups based on two
online, multiple-choice tests, and then analyses the average time these students took to
complete a practical online test. It shows that there is an increasing average time to
complete the test for weaker students. Along with this, the paper shows that female
students in the practical test outperform male students by a factor of 25%. (Author)
Bunce, D. M. (2009). Teaching is more than lecturing and learning is more than memorizing.
Journal of Chemical Education, 86(6), 674-680. Retrieved from
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l?recid=0bc05f7a67b1790e42d70f679a2de010a3a0b2714a438fa3851c50cc8c3e03d5c7c4
a54914b858f8&fmt=C
The writer addresses barriers to student learning in general-chemistry lectures and ways
of overcoming them. The structure of lectures, learning outside of class, teacher-student
communication, and student ownership of the course can all present obstacles to
learning. Solutions include incorporating innovations--such as multiple-choice tests using
clickers--into lectures, learning in non-lecture formats, providing 24-hour online access to
materials, implementing a class advisory board to enhance communication, and setting
appropriate test questions that are clearly written and delineate the quality and depth of
the expected answer. This approach turns a teacher-driven experience into one of a
community of learners and helps students to accept more responsibility for their learning
and move from blind memorization to a deeper understanding of the subject.
Bunz, U. (2005). Using scantron versus an audience response system for survey research:
Does methodology matter when measuring computer-mediated communication
competence? Computers in Human Behavior, 21(2), 343-359. Retrieved from
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69d6ae8b9b53&fmt=C
The purpose of this study was to investigate whether results of the computer-mediated
communication (CMC) competency scale differ depending on the survey instrument used.
Data were collected from 173 undergraduate students (53[percent] female; average age
20). Of these, 96 subjects completed the questionnaire using scantron sheets, while 77
subjects used an audience response system called Classroom Performance System (CPS).
All subjects completed a second questionnaire using paper-and-pencil to evaluate their
experience with either the scantron sheets or the CPS. t-Test results show that using the
CPS is more fun for participants (p.000); no more or less difficult (p=.806); and does not
make a difference with regard to experienced time pressure (p=.425). Subjects have
higher doubts about the validity of their recorded answers (p=.007) when using the CPS.
Regression analysis shows that in two out of 12 constructs of the CMC competency scale,
scoring was influenced by using a technological data collection method. The two
constructs were "message factors" (p=.002) and "medium factors" (p=.002). Overall,
results support the use of the CPS as an alternative to scantron sheets for measuring
CMC competence. Copyright (c) 2004 Elsevier Ltd
Burroughs, N. F. (2007). A reinvestigation of the relationship of teacher nonverbal immediacy
and student compliance-resistance with learning. Communication Education, 56(4), 453475. Retrieved from
http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=tru
e&db=eric&AN=EJ774304&site=ehost-live;
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/036345207015308
96
This study examined (1) whether or not college students in actual classrooms used
resistance strategies similar to those found in earlier hypothetical-anchored research; (2)
the influence of teacher immediacy on student's differential use of those resistance
strategies; and (3) the relationship among students' willingness to comply, teachers'
nonverbal immediacy, and students' compliance resistance behaviors with perceived
cognitive and affective learning. Based on both qualitative and quantitative data, college
students (N = 564) reported limited resistance attempts and strategies. They also
reported greater willingness to comply with immediate as opposed to nonimmediate
teachers, and their willingness to comply was related to cognitive and affective learning.
Findings in this study suggest that teachers' nonverbal immediacy is fundamental to
classroom management and learning. (Contains 6 tables.)
Caboni, T. C., Hirschy, A. S., & Best, J. R. (2004). Student norms of classroom decorum. New
Directions for Teaching & Learning, (99), 59-66. Retrieved from
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e&db=aph&AN=15610111&site=ehost-live
Student perceptions of what constitutes appropriate and inappropriate classroom
behavior are affected by who is being asked. [ABSTRACT FROM AUTHOR]; Copyright of
New Directions for Teaching & Learning is the property of John Wiley & Sons, Inc. /
Education and its content may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written permission. However, users may
print, download, or email articles for individual use. This abstract may be abridged. No
warranty is given about the accuracy of the copy. Users should refer to the original
published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips.
CBE-Life Sciences Education, 6(1), 9-20. doi:10.1187/cbe.06-12-0205
Audience response systems (ARS) or clickers, as they are commonly called, offer a
management tool for engaging students in the large classroom. Basic elements of the
technology are discussed. These systems have been used in a variety of fields and at all
levels of education. Typical goals of ARS questions are discussed, as well as methods of
compensating for the reduction in lecture time that typically results from their use.
Examples of ARS use occur throughout the literature and often detail positive attitudes
from both students and instructors, although exceptions do exist. When used in classes,
ARS clickers typically have either a benign or positive effect on student performance on
exams, depending on the method and extent of their use, and create a more positive and
active atmosphere in the large classroom. These systems are especially valuable as a
means of introducing and monitoring peer learning methods in the large lecture
classroom. So that the reader may use clickers effectively in his or her own classroom, a
set of guidelines for writing good questions and a list of best-practice tips have been
culled from the literature and experienced users.
Campbell, D. G. (2009). The classroom without reason. Academic Questions, 22(2), 200-206.
Retrieved from
http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=tru
e&db=eric&AN=EJ838645&site=ehost-live; http://dx.doi.org/10.1007/s12129-009-9105y
This article presents the author's interesting experiences relating to the ideological
indoctrination taking place on college campuses. The author suggests that the
philosophical and ethical foundations of both the United States and the modern American
university are being undermined by the ideology of collectivism, with its dogmatic hatred
of Western civilization and individuality, and, most seriously, its hostility to rational
debate. The quintessentially American acceptance of the right of individuals to come to
their own educated conclusions, and then to speak and act according to these conclusions
and their own conscience, is under siege by collectivist rules and a repressive group
mentality. (Contains 2 footnotes.)
CAMPBELL, J., & MAYER, R. E. (2009). Questioning as an instructional method: Does it affect
learning from lectures? Applied Cognitive Psychology, 23(6), 747-759.
doi:10.1002/acp.1513
What can be done to improve student engagement and learning in college lectures? One
approach is to ask questions that students answer during the lecture. In two lab
experiments, students received a 25-slide PowerPoint lecture in educational psychology
that included four inserted multiple-choice questions (questioning group) or four
corresponding statements (control group). Students in the questioning group used a
personal response system (PRS), in which they responded to questions using a hand-held
remote control, saw a graph displaying the percentage of students voting for each
answer, and heard the teacher provide an explanation for the correct answer. Students in
the control group received the corresponding slide as a statement and heard the teacher
provide an explanation. The questioning group outperformed the control group on a
retention test in Experiment 1 (d = 1.23) and on a transfer test in Experiment 2 (d =
0.74), but not on other tests. The results are consistent with a generative theory of
learning, and encourage the appropriate use of questioning as an instructional method.
Copyright © 2008 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]; Copyright of
Applied Cognitive Psychology is the property of John Wiley & Sons Inc. and its content
may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission. However, users may print, download, or
email articles for individual use. This abstract may be abridged. No warranty is given
about the accuracy of the copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all Abstracts.)
Carle, A. C. (2009). Evaluating college students' evaluations of a professor's teaching
effectiveness across time and instruction mode (online vs. face-to-face) using a multilevel
growth modeling approach. Computers & Education, 53(2), 429-435. Retrieved from
Record in process
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l?recid=0bc05f7a67b1790e42d70f679a2de010a3a0b2714a438fa39718a6246e0adeee229
96a7c05fb98b4&fmt=C
Aims: Do college students' ratings of a professor's teaching effectiveness suggest that a
professor's teaching improves with time? Does anything predict which instructors receive
the highest ratings or improve the fastest? And, importantly, do the correlates of change
differ across face-to-face and online courses? Methods: I used data from 10,392 classes
taught by 1120 instructors across three years and fit a taxonomy of multilevel growth
models to examine whether students' ratings of teaching effectiveness (SETEs) changed
across time, whether differences in average SETEs correlated with growth, and whether
online vs. face-to-face, tenure, discipline, course level, sex, or minority status affected
these estimates. Results: SETEs remained relatively stable across time and teachers,
although analyses uncovered a statistically significant, negative correlation between initial
status and growth. Instructors starting with lower SETEs improved the fastest. These
findings held across online and face-to-face instruction modes. However, in face-to-face
classes, minority instructors received significantly lower average SETEs. This difference
did not occur in online classes. No other predictors showed statistically significant effects.
Finally, considerable SETE variance remained unexplained even when including the full
predictor set in the model. Discussion: These findings reveal that professors' SETEs can
improve. Additionally, they indicate that patterns of change in teaching effectiveness do
not differ generally across online and face-to-face instruction modes. However, the
results showed that minority teachers in face-to-face but not online classes received
lower evaluations than their majority counterparts. Additional research should seek to
understand what leads to SETE differences across minority and majority groups in faceto-face classes but not online classes. Copyright (c) 2009 Elsevier Ltd.
Carless, D. (2009). Trust, distrust and their impact on assessment reform. Assessment &
Evaluation in Higher Education, 34(1), 79-89. Retrieved from
http://www.informaworld.com/openurl?genre=article&id=doi:10.
1080/02602930801895786;
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687f5fecbf1&fmt=C
This paper puts forward the case that one of the factors constraining principled learningoriented assessment practices is lack of trust. It examines a number of assessment
dimensions in which trust or distrust plays a role. These issues are illustrated via a
discussion of two different iterations of the same module taught in a teacher education
institution. Through this example, the author analyses how accountability forces and
distrust created an atmosphere which constrained the use of innovative assessment
methods. The paper discusses how trust might be developed, some of the barriers
arising, and the relationship between trust and good assessment practices. It concludes
by sketching some possible avenues for further research into stakeholders' perceptions of
the interplay between trust and assessment. (As Provided)
Carmichael, J. (2009). Team-based learning enhances performance in introductory biology.
Journal of College Science Teaching, 38(4), 54-61. Retrieved from
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live;
http://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=10
.2505/3/jcst09_038_04
Given the problems associated with the traditional lecture method, the constraints
associated with large classes, and the effectiveness of active learning, continued
development and testing of efficient student-centered learning approaches are needed.
This study explores the effectiveness of team-based learning (TBL) in a large-enrollment
introductory biology class. (Contains 2 tables and 4 figures.)
Carter, S. L., & Punyanunt-Carter, N. (2006). Acceptability of treatment for a student sleeping
in the college classroom. Education, 126(3), 541-546. Retrieved from
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e&db=aph&AN=20707602&site=ehost-live
This study focused on various treatments for addressing the classroom misbehavior of
sleeping during class. The findings revealed that students found some methods of
addressing this problem behavior by the instructor more acceptable than other methods
of treating the behavior. College students rated the most acceptable instructor treatment
for dealing with a sleeping student as talking to the student privately after class, followed
by asking a nearby student to wake up the student, and making a loud noise to wake up
the sleeping student. [ABSTRACT FROM AUTHOR]; Copyright of Education is the property
of Project Innovation, Inc. and its content may not be copied or emailed to multiple sites
or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use. This abstract
may be abridged. No warranty is given about the accuracy of the copy. Users should refer
to the original published version of the material for the full abstract. (Copyright applies to
all Abstracts.)
Carter, S. L., & Punyanunt-Carter, N. (2009). College students' perceptions of treatment
acceptability of how college professors deal with disruptive talking in the classroom.
College Student Journal, 43(1), 56-58. Retrieved from
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-live
This study focused on various treatments for addressing the classroom misbehavior of
disruptive talking during class lecture. The findings revealed that students found some
methods of addressing this problem behavior by the instructor more acceptable than
other methods of treating the behavior. College students rated the most acceptable
instructor treatment for dealing with disruptive talking was talking to the student
privately after class. [ABSTRACT FROM AUTHOR]; Copyright of College Student Journal is
the property of Project Innovation, Inc. and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Cheung, S. L. (2008). Using mobile phone messaging as a response medium in classroom
experiments. Journal of Economic Education, 39(1), 51-67. Retrieved from
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e&db=eric&AN=EJ787799&site=ehost-live;
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A major challenge in conducting classroom experiments for larger classes is the
complexity of assembling responses and reporting feedback to students. The author
demonstrates how mobile phone text messaging can be used to overcome the limitations
of pencil-and-paper experiments without incurring the costs of full computerization.
Students submit responses as text messages, which are down-loaded into a spreadsheet
for automated analysis and by return messaging. The author presents examples of
experiments that have been conducted successfully using text messaging as the response
medium. These can be run in any room from which the instructor can access the internet
and are designed to economize on both class time and effort of the instructor. (Contains
7 figures and 22 notes.)
Choi, I., & Lee, K. (2009). Designing and implementing a case-based learning environment for
enhancing ill-structured problem solving: Classroom management problems for
prospective teachers. Educational Technology Research and Development, 57(1), 99-129.
Retrieved from
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e&db=eric&AN=EJ823175&site=ehost-live; http://dx.doi.org/10.1007/s11423-008-90892
This design-based research study is aimed at two goals: (1) developing a feasible casebased instructional model that could enhance college students' ill-structured problem
solving abilities, while (2) implementing the model to improve teacher education
students' real-world problem solving abilities to deal with dilemmas faced by practicing
teachers in elementary classrooms. To achieve these goals, an online case-based learning
environment for classroom management problem solving (CBL-CMPS) was developed
based on Jonassen's (in: Reigeluth (ed.) "Instructional-Design Theories and Models: A
New Paradigm of Instructional Theory, 1999") constructivist learning environment model
and the general process of ill-structured problem solving (1997). Two successive studies,
in which the effectiveness of the CBL-CMPS was tested while the CBL-CMPS was revised,
showed that the individual components of the CBL-CMPS promoted ill-structured problem
solving abilities respectively, and that the CBL-CMPS as a whole learning environment
was effective to a degree for the transfer of learning in ill-structured problem solving. The
potential, challenge, and implications of the CBL-CMPS are discussed.
Chory, R. M. (2007). Enhancing student perceptions of fairness: The relationship between
instructor credibility and classroom JusticeAn earlier version of this manuscript was
presented at the 2005 national communication association's annual meeting, boston, MA.
Communication Education, 56(1), 89-105. doi:10.1080/03634520600994300
The present study investigated the relationships between college students’ perceptions of
instructor credibility (competence, character, and caring) and their perceptions of
classroom justice (distributive, procedural, and interactional justice). Results indicate that
perceptions of instructor credibility positively predicted perceptions of classroom justice.
Specifically, instructor competence predicted interactional justice; instructor caring
predicted procedural and interactional justice; and instructor character predicted
distributive, procedural, and interactional justice. In short, instructor credibility was most
strongly related to interactional (versus distributive and procedural) justice and instructor
character (versus competence or caring) was the most consistent predictor of classroom
justice. [ABSTRACT FROM AUTHOR]; Copyright of Communication Education is the
property of National Communication Association and its content may not be copied or
emailed to multiple sites or posted to a listserv without the copyright holder's express
written permission. However, users may print, download, or email articles for individual
use. This abstract may be abridged. No warranty is given about the accuracy of the copy.
Users should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Chory-Assad, R., & Paulsel, M. (2004). Classroom justice: Student aggression and resistance
as reactions to perceived unfairness. Communication Education, 53(3), 253-273.
Retrieved from
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http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=89KY8LERJVJQX
H2E
The present study examined the relations between students' perceptions of distributive
and procedural justice in college classes and student aggression and hostility toward their
instructors and resistance of their instructors' requests. Although perceptions of both
distributive and procedural justice were negatively correlated with student aggression and
hostility, hierarchical multiple regression analyses indicated that only perceptions of
procedural justice predicted these two criterion variables. The relationships between
perceptions of justice and students' use of resistance strategies were less consistent.
Hierarchical multiple regression analyses indicated that perceptions of procedural justice
negatively predicted student revenge and deception. Contrary to predictions, perceptions
of procedural and distributive justice did not interact to predict student aggression,
hostility, or resistance. In short, students' perceptions of procedural justice in the
classroom--for example that grades were distributed on the basis of fair evaluation
criteria--appear more important than students' beliefs about the fairness of the assigned
grade in determining student compliance and civility.
Chory-assad, R., & Paulsel, M. L. (2004). Antisocial classroom communication: Instructor
influence and interactional justice as predictors of student aggression. Communication
Quarterly, 52(2), 98-114. Retrieved from
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e&db=aph&AN=13928279&site=ehost-live
The present study investigated potentially destructive instructor and student
communication. In particular, it examined the relationships between instructor use of
antisocial behavior alteration techniques (BATs), student perceptions of instructor
interactional justice, and students' likelihood of indirectly aggressing against their
instructors. Results indicate that student perceptions of instructors' use of antisocial BATs
and instructor interactional injustice predicted increased student indirect aggression. In
addition, student perceptions of instructor antisocial BAT use and interactional justice
were negatively correlated and interactional justice was a stronger predictor of student
indirect aggression than was instructor antisocial BAT use. [ABSTRACT FROM AUTHOR];
Copyright of Communication Quarterly is the property of Eastern Communication
Association and its content may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written permission. However, users may
print, download, or email articles for individual use. This abstract may be abridged. No
warranty is given about the accuracy of the copy. Users should refer to the original
published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). Gender differences in academic
entitlement among college students. Journal of Genetic Psychology, 169(4), 332-344.
Retrieved from
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e&db=aph&AN=35333953&site=ehost-live
Researchers have labeled today's college students as perceiving themselves to be more
entitled than ever before (J. M. Twenge, 2006). The results of the present study suggest
that this may be true for college men, in particular, because they report significantly
more academic entitlement than women do. In Study 1, the present authors used survey
data from 1,229 undergraduate students across 18 classes at a large midwestern
university to examine whether entitlement beliefs vary among classes. Results indicate
that men reported significantly more entitlement than women did, and that this relation
did not vary among classes. In Study 2, the authors used survey data from 93
undergraduate students across 10 classes, before and after they completed a semesterlong course, to examine whether entitlement beliefs are fostered in the college setting.
The results suggest that men perceived themselves as more entitled in the classroom
than women did and that this relation did not change over time. The authors also discuss
the implications for entitlement research in the academic domain. [ABSTRACT FROM
AUTHOR]; Copyright of Journal of Genetic Psychology is the property of Heldref
Publications and its content may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written permission. However, users may
print, download, or email articles for individual use. This abstract may be abridged. No
warranty is given about the accuracy of the copy. Users should refer to the original
published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Clark, Cynthia M. PhD, RN. (2009). Faculty field guide for promoting student civility in the
classroom. Nurse Educator, 34(5), 194-197. Retrieved from Record in process
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l?recid=0bc05f7a67b1790e42d70f679a2de0109ad0e44c95e16db60668c81648bd3a613da
e24755bd784e3&fmt=C
Student incivility is defined as rude and disruptive behavior that, when left unaddressed,
may spiral into aggressive or violent behavior. Nursing faculty are challenged by uncivil
student behavior and many are underprepared to deal with its effects. Some faculty
members consider leaving nursing education because of the serious toll that incivility
often takes on their personal and professional lives. The impact of student incivility on
faculty is especially troubling during a national nursing shortage. The author provides
nursing faculty with several ready-to-use strategies for preventing and effectively dealing
with student incivility in nursing education. Reprinted by permission of the publisher.
Clark, C. M., & Springer, P. J. (2007). THOUGHTS on INCIVILITY: Student and faculty
perceptions of UNCIVIL BEHAVIOR in nursing education. Nursing Education Perspectives,
28(2), 93-97. Retrieved from
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e&db=aph&AN=24776207&site=ehost-live
Faculty members complain about the rise of uncivil behavior in their students, and
students voice similar complaints about faculty. Using an interpretive qualitative method
for research, this study examined student and faculty perceptions of incivility in nursing
education, possible causes of incivility, and potential remedies. Narrative analysis yielded
the following categories: in-class disruption by students, out-of-class disruption by
students, uncivil faculty behaviors, and possible causes of incivility in nursing education.
The authors argue that further research is needed to increase awareness and
understanding about academic incivility, its impact, and its psychological and social
consequences. [ABSTRACT FROM AUTHOR]; Copyright of Nursing Education Perspectives
is the property of National League for Nursing and its content may not be copied or
emailed to multiple sites or posted to a listserv without the copyright holder's express
written permission. However, users may print, download, or email articles for individual
use. This abstract may be abridged. No warranty is given about the accuracy of the copy.
Users should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Connelly, R. J. (2009). Introducing a culture of civility in first-year college classes. Journal of
General Education, 58(1), 47-64. Retrieved from
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http://muse.jhu.edu/journals/journal_of_general_education/summary/v058/58.1.connell
y.html
Higher education, as well as the larger society appears to be experiencing a serious
decline in civility. In this article the author presents the case for introducing civility
education in first-year general education courses. After citing some of the research
documenting both faculty and student perceptions of incivility in the university and
reviewing the wealth of descriptions about the meaning of civility, the author presents a
general definition of civility as a virtue. This lays the foundation for developing a Code of
Academic Civility that could set the tone for introducing new students to the culture of
the community they are entering and alert them to the basic expectations of this
community. The last section clarifies the role of general education in assuming leadership
for explicitly introducing academic civility in the first-year classroom.
Convery, A. (2009). The pedagogy of the impressed: How teachers become victims of
technological vision. Teachers and Teaching: Theory and Practice, 15(1), 25-41.
Retrieved from http://www.informaworld.com/openurl?genre=article&id=doi:10.
1080/13540600802661303;
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l?recid=0bc05f7a67b1790e42d70f679a2de01098768bc07410ff8eba658a41628d6f37a9ff6
5e2f5af5a20&fmt=C
Whilst researching a teacher's use of miniature "handheld" computers (PDAs) with
students, it became apparent that the related research literature implied unwarranted
benefits arose from using this technology in the classroom setting. Focusing closely upon
one exemplar UK government-commissioned research study, this paper attempts to
illustrate how such technological rhetoric is created and sustained, and how voices which
promote the adoption of technology become privileged and established. These rhetorical
claims espousing technology appealed to readers' "vision" and consistently emphasised
innovation at the expense of reflection on teachers' thinking and practices. Such studies
appear to find a receptive audience from policy-makers whose own statements about
educational technology display a similar foundation of faith and conjecture. However,
these unrealistic expectations inhibit teachers' pragmatic attempts to integrate
technology in classroom contexts, and the teachers subsequently become blamed for the
failure of technology to fulfil its promise. This paper attempts to illustrate how dominant
technological claims can be interrogated from a perspective that represents teachers'
interests. (Contains 1 table and 8 notes.) (As Provided)
Correa, E. (2006). Pedagogy of the obsessed shifting the focus. College Quarterly, 9(3)
Retrieved from
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e&db=eric&AN=EJ835418&site=ehost-live
This paper will concentrate on the current shift from teaching to entitlement learning that
has become a significant part of our educational discourse and culture. With increasing
emphasis on accountability and high test score, students have become active recipients in
"assessing" and "evaluating" the effectiveness of their learning experiences. Increasingly,
students appear to equate their academic expectations as "educational purchases" in
which their financial investments in higher learning should earn them profitable margins
(opportunities) or estimated returns (high grades) by the end of their academic journey.
This shift in thinking has created a "Pedagogy of the Obsessed".
Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). “This is kind of giving a secret
away...”: Students’ perspectives on effective class management. Teaching & Teacher
Education, 19(4), 435. doi:10.1016/S0742-051X(03)00027-1
Class management is a critical challenge for educators. Previous management research
focused largely on the teacher, ignoring the impetus and target of teacher action, the
student. It was the purpose of this study to examine students’ perspectives on teachers’
behaviors that impeded or contributed to effective class management. Interviews with
182 students focused on student behavior and teacher practices. The conversations were
recorded and later transcribed. The interview data were analyzed using constant
comparison methods. Despite the widely varying school contexts, students provided
consistent reports that effective managers set early, consistent standards, and developed
positive relationships with students. [Copyright 2003 Elsevier]; Copyright of Teaching &
Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and
its content may not be copied or emailed to multiple sites or posted to a listserv without
the copyright holder's express written permission. However, users may print, download,
or email articles for individual use. This abstract may be abridged. No warranty is given
about the accuracy of the copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all Abstracts.)
Cotner, S. H., Fall, B. A., Wick, S. M., Walker, J. D., & Baepler, P. M. (2008). Rapid feedback
assessment methods: Can we improve engagement and preparation for exams in largeenrollment courses? Journal of Science Education & Technology, 17(5), 437-443.
doi:10.1007/s10956-008-9112-8
Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom
response systems (clickers) can increase student engagement and interaction and help
students prepare for exams by indicating the type and level of questions they will
encounter. We used the IF-AT throughout the semester in three sections of a lowerdivision biology class; in two, students worked on IF-AT questions in small permanent
groups, and in one, students alternated between IF-AT and clickers each week. At the
end of the semester, students answered surveys about instant feedback techniques.
Students appreciated prompt feedback on their understanding of course material,
enjoyed the group interaction and opportunities to learn from each other, and continued
to have positive perceptions of instant feedback activities and to take them seriously
throughout the semester. While appreciating the versatility of clicker questions, we find
that the ease of use, low cost, effectiveness, and improved classroom climate of the IFAT method are particularly commendable. [ABSTRACT FROM AUTHOR]; Copyright of
Journal of Science Education & Technology is the property of Springer Science & Business
Media B.V. and its content may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written permission. However, users may
print, download, or email articles for individual use. This abstract may be abridged. No
warranty is given about the accuracy of the copy. Users should refer to the original
published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Cuseo, J. (2007). The empirical case against large class size: Adverse effects on the teaching,
learning,
and retention of first-year students. Journal of Faculty Development, 21(1), 1-22.
Cuseo, J. (2007). The empirical case against large class size: Adverse effects on the teaching,
learning, and retention of first-year students. Journal of Faculty Development, 21(1), 521. Retrieved from http://www.newforums.com/Store/Book_contents.asp?numberpage=
1&images=on&display=full&category=&searchstr=20070401&search field=itemid;
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c87f3be407f9&fmt=C
Budgetary constraints are creating a current climate of cost containment, within which
increasing class size may be seen as a quick and convenient cost-cutting strategy.
Empirical evidence suggests that there are eight deleterious outcomes associated with
increasingly larger class size. This article synthesizes research relating to these eight
consequences of large class size and analyzes its implications for the success of
undergraduate students in general, and first-year college students in particular. The
article concludes with a discussion of the implications of the reviewed research for (a) the
effective education of today's undergraduates, (b) identification of optimal class size, (c)
administrative decision-making, and (d) institutional mission, priorities, and values.
(Author)
Demirtas, H. (2005). Democratic classroom management and the opinions of university
students about attitudes and behavior of faculty. International Journal of Educational
Reform, 14(4), 392-404. Retrieved from
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l?recid=0bc05f7a67b1790e42d70f679a2de01098768bc07410ff8e0f21f5600743a8327798
6a0313019ed1&fmt=C; http://www.rowmaneducation.com/Journals/IJER/Index.shtml
Classroom management capabilities are of great importance not only for teachers
working in schools but also for instructors working in universities. Given the age of
university students, instructors need to be careful when interacting with students. It is
not wrong to assume that among the important variables influencing the quality of the
courses in universities are the classroom management capabilities of the instructors.
Further, instructors should not only be qualified in their fields but should also have
democratic attitudes and behavior. Universities should be the places where democracy is
learned by experience, which is why the faculty should have democratic values and
display them in their behavior. This study aimed to determine the perceptions of college
students in terms of the extent that faculty display democratic attitudes and behaviors in
classroom management and the extent that they perform democratic class management.
With this aim in mind, the study searched for the answer to the question, to what extent
do the faculty show democratic attitudes and behavior in classroom management? A
subpurpose of this study was to determine whether students' opinions on the question at
hand differed according to gender, faculty, and class variables. The findings of this study
were evaluated in two parts. First, the findings concerning personal information of the
students were given. Second, the findings and evaluations about the Democratic
Classroom Management Scale were presented. (Contains 7 tables.) (ERIC)
Druger, M. (2001). Dealing with behavioral problems. Journal of College Science Teaching,
30(6), 414-415. Retrieved from
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l?recid=0bc05f7a67b1790e42d70f679a2de0109047c75c0717ea48403849fbf8a11d0cc6f8
dd4ab30fe457&fmt=C
Suggestions for how college science instructors can deal with disciplinary problems in
large lecture classes are presented. Instructors can clearly define behavioral expectations
on the first day of class and provide a rationale for their policies, be direct with students,
display confidence in teaching the class, prepare lessons in a thoughtful way, convey a
direct message to the disruptive student, and establish a good working relationship with
students.
Druger, M. (2008). Decorum in the large lecture class. Journal of Natural Resources and Life
Sciences Education, 37, 100-101. Retrieved from
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1339ee574073&fmt=C
The writer discusses how he deals with inappropriate student behavior in his classes by
directly appealing to students and explaining the reasoning for class policies.
Duck, L. (2007). Using sounder foundations to help avoid the "why new teachers cry"
phenomenon. Clearing House: A Journal of Educational Strategies, Issues and Ideas,
81(1), 29-36. Retrieved from
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e&db=eric&AN=EJ781662&site=ehost-live;
http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/TCHS.81.1.2936
How can we avoid the "why new teachers cry" phenomenon and the high dropout rate for
beginning teachers? Start teacher preparation with an introductory foundations class that
is experience based and allows students to study themselves and their preferences for
teaching styles, learning styles, and classroom management by living through case
studies of sample lessons and classroom simulations. The author describes the nature of
the course and presents research showing the effectiveness of the course for five
academic years: 2000-1 through 2004-5. (Contains 3 figures and 1 table.)
Dunleavy, K. N., Martin, M. M., Brann, M., Booth-Butterfield, M., Myers, S. A., & Weber, K.
(2008). Student nagging behavior in the college classroom. Communication Education,
57(1), 1-19. Retrieved from
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l?recid=0bc05f7a67b1790e42d70f679a2de010d7574efddfca1e839316e258e2f87847cbca
adbb22315861&fmt=C
Nagging is a persuasive tactic yet to be fully explored in instructional communication.
Nagging involves an exchange in which a student makes persistent requests of an
instructor who fails to comply. The purpose of the study was to examine student nagging
behavior and, specifically, to examine nagging as a potentially face threatening act as
part of Politeness Theory. Students (N = 189) described a nagging exchange with an
instructor by reporting on one of eight nagging strategies. Nagging is threatening to the
positive and negative face of both students and instructors, with the Elicit Sympathy nag
the most threatening to the students' positive face, and the Demonstrate Frustration with
the Instructor nag the most threatening to the instructors' positive face. The Strike a
Deal nag was found to be the most threatening to the students' negative face, and the
Flatter Instructor nag the most threatening to the instructors' negative face. The majority
of these face threatening acts are committed off record, or indirectly, and with a degree
of ambiguity. Reprinted by permission of the publisher.
Dyson, B. J. (2008). Assessing small-scale interventions in large-scale teaching. Active
Learning in Higher Education, 9(3), 265-282. doi:10.1177/1469787408095856
The use of lectures is ubiquitous in higher-education institutions, but also heavily
criticized from an andragogical viewpoint. A current challenge for lecturers is to provide
opportunities for active learning during these sessions and to evaluate their impact on
student experience. Three one-minute interventions based on the lecture materials (write
down one thing you have already learnt, one question you would like answering, and take
a break) were introduced approximately 20, 30 and 40 minutes into the lecture and
assessed with respect to engagement over a five-week period on a final-year psychology
option. Students were invited to record their current level of lecture engagement every 5
minutes. Both between-and within-subject analyses revealed a significant increase in
lecture engagement for the first intervention during the first intervention week relative to
baseline weeks. The data show an enhancement of student engagement with certain
small-scale interventions during large-scale teaching. [ABSTRACT FROM AUTHOR];
Copyright of Active Learning in Higher Education is the property of Sage Publications, Ltd.
and its content may not be copied or emailed to multiple sites or posted to a listserv
without the copyright holder's express written permission. However, users may print,
download, or email articles for individual use. This abstract may be abridged. No warranty
is given about the accuracy of the copy. Users should refer to the original published
version of the material for the full abstract. (Copyright applies to all Abstracts.)
Elstad, E. (2006). Understanding the nature of accountability failure in a technology-filled,
laissez-faire classroom: Disaffected students and teachers who give in. Journal of
Curriculum Studies, 38(4), 459-481. Retrieved from
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A study was conducted examining how curriculum is shaped by the situational logic of a
technology-filled classroom and how that logic is influenced by ideas about studentteacher interactions and do-it-yourself learning." Using game theory, case material from
a Norwegian school where students use portable personal computers was examined. The
results indicated that free access in the classroom to the Internet, games, and online
chatting makes it difficult for the teacher to control the students' operations.
Feldmann, L. J. (2001). Classroom civility is another of our instructor responsibilities. College
Teaching, 49(4), 137-140. Retrieved from Full Text HTML Full Text PDF HTML:
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Advice for college instructors on meeting their responsibility to forestall and reduce
student incivility in the classroom is presented. Noting that two reasons for addressing
student incivility are that instructors are ethically bound to help students to learn and
that personal protection must be ensured, the advice deals with proactive measures that
can be taken to address incivility, instructor responses to a range of categories of
incivility, and documentation of each incident of incivility and the action taken.
Firmin, M. W., Burger, A., & Blosser, M. (2009). Affective responses of students who witness
classroom cheating. Educational Research Quarterly, 32(3), 3-15. Retrieved from
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e&db=eric&AN=EJ847452&site=ehost-live;
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For this study, 82 general psychology students (51 females, 31 males) witnessed a peer
cheating while completing a test. Following the incident, we tape recorded semistructured interviews with each student who saw the cheating event for later analysis.
Using qualitative coding and methodology, themes emerged regarding students'
emotional reactions to witnessing the cheating incidences. We discuss students states of
anxiety, frustration, and in some cases--empathy for the student they witnessed
cheating. Overall, students showed relatively wide variability in their emotional reactions,
ranging from hostility to compassion. One of the most common reactions was that
students did not want to accept responsibility for what they saw and wished that the
situation would just go away.
Fram, E.,H., & Pearse, R. (2000). `Tough love' teaching generates student hostility. College
Teaching, 48(2), 42. Retrieved from
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e&db=aph&AN=3205440&site=ehost-live
Comments on how teachers in the United States (US) manage the performance of
students in classrooms. Impact of the evaluation of students to the teaching performance
of teachers; Amount of money spent by US business per year for education and training.
Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers &
Education, 50(3), 906-914. doi:10.1016/j.compedu.2006.09.006
Abstract: Recently, a debate has begun over whether in-class laptops aid or hinder
learning. While some research demonstrates that laptops can be an important learning
tool, anecdotal evidence suggests more and more faculty are banning laptops from their
classrooms because of perceptions that they distract students and detract from learning.
The current research examines the nature of in-class laptop use in a large lecture course
and how that use is related to student learning. Students completed weekly surveys of
attendance, laptop use, and aspects of the classroom environment. Results showed that
students who used laptops in class spent considerable time multitasking and that the
laptop use posed a significant distraction to both users and fellow students. Most
importantly, the level of laptop use was negatively related to several measures of student
learning, including self-reported understanding of course material and overall course
performance. The practical implications of these findings are discussed. [Copyright 2008
Elsevier]; Copyright of Computers & Education is the property of Pergamon Press - An
Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites
or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use. This abstract
may be abridged. No warranty is given about the accuracy of the copy. Users should refer
to the original published version of the material for the full abstract. (Copyright applies to
all Abstracts.)
Friel, T., Britten, J., Compton, B., Peak, A., Schoch, K., & VanTyle, W. K. (2009). Using
pedagogical dialogue as a vehicle to encourage faculty technology use. Computers &
Education, 53(2), 300-307. doi:10.1016/j.compedu.2009.02.002
The pace of technology adoption by university faculty is often slow. Slow faculty
technology adoption may result from fear of failure, disinterest, or aversion to change.
However, in 2007 we experienced a different faculty response while training faculty for
technology-enhanced teaching at Butler University. During a technology upgrade of
classrooms on our campus, we installed SMART™ interactive whiteboards and
Sympodiums™ (SMART Technologies), visual presenters and CopyCams™
(Polyvision/Steelcase). The technology trainers and information technology (IT)
department anticipated a lack of faculty interest in training on these technologies. It was
posited that faculty would not be interested in learning about these interactive and
presentation technologies unless this learning could be connected in some way to their
individual teaching interests and responsibilities. A novel, collaborative training model
was developed to achieve this goal of placing technology training into a pedagogical
context. A multidisciplinary group of faculty, working closely with representatives from
IR, served as trainers for this highly successful faculty development effort in which 27%
of the university faculty were trained over a three month period. This article details the
methods and outcomes of this collaborative training team approach. [Copyright 2009
Elsevier]; Copyright of Computers & Education is the property of Pergamon Press - An
Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites
or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use. This abstract
may be abridged. No warranty is given about the accuracy of the copy. Users should refer
to the original published version of the material for the full abstract. (Copyright applies to
all Abstracts.)
Gaffney, J. D. H., Richards, E., Kustusch, M. B., Ding, L., & Beichner, R. J. (2008). Scaling up
education reform. Journal of College Science Teaching, 37(5), 48-53. Retrieved from
http://www.nsta.org/publications/browse_journals.aspx?action
=issue&id=10.2505/3/jcst08_037_05;
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5fdb350afb90&fmt=C
The SCALE-UP (Student-Centered Activities for Large Enrollment for Undergraduate
Programs) project was developed to implement reforms designed for small classes into
large physics classes. Over 50 schools across the country, ranging from Wake Technical
Community College to Massachusetts Institute of Technology (MIT), have adopted it for
classes of various sizes. This article discusses the classroom design and teaching
techniques that allow pedagogical advances such as SCALE-UP to be used in largeenrollment classes. (Contains 6 figures.) (Author)
Game, A., & Metcalfe, A. (2009). Dialogue and team teaching. Higher Education Research and
Development, 28(1), 45-57. Retrieved from
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54
Although dialogue is a common word in educational theory, its full significance is diluted if
it is seen as a matter of exchange or negotiation of prior intellectual positions. In fact, the
"dia"- of dialogue indicates "through": dialogue moves through participants and they
through it. Dialogue allows participants to have thoughts they could not have had on their
own, yet to recognise these thoughts as developments of their own thinking. On this
understanding of dialogue, education is a transformative rather than simply accumulative
process. Similarly, team teaching is often thought to involve no more than the summative
logic of sharing loads and adding perspectives. In dialogic pedagogy, however, team
teaching refers to the way that the supportive relationship between teachers opens
opportunities for students to join the team as teachers. Although teachers and students
have different responsibilities, all learn through a collective dialogue. The article draws on
our practice of dialogic team teaching large first-year classes.
Gauci, S. A., Dantas, A. M., Williams, D. A., & Kemm, R. E. (2009). Promoting studentcentered active learning in lectures with a personal response system. Advances in
Physiology Education, 33(1), 60-71. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ832102&site=ehostlive; http://dx.doi.org/10.1152/advan.00109.2007
We investigated whether an active learning approach, facilitated by a personal response
system, would lead to improved student engagement and learning outcomes in largegroup physiology lectures for undergraduate science students. We focused on
encouraging students' active learning in lectures, whereas previous studies have made
more use of audience response technology during lectures for formative or summative
assessment. Students voluntarily answered questions posed during lectures with their
personal response system (clickers), with individual answers automatically collated for
immediate histogram display. This feedback then dictated the focus of followup
discussions in the lecture. Student and instructor attitudes were surveyed through
voluntary interviews with student responses correlated with their degree of clicker
participation and individual exam results. Active lectures were found to increase both
student motivation and engagement. Students who participated in answering questions
achieved better results than students who chose not to. Students with the lowest scores
in a prerequisite course (previous semester physiology exam marks of less than 60%)
showed significantly better outcomes from the use of clickers than both middle-achieving
(60-75%) and high-achieving (greater than 75%) entry students. Significant
improvement was evident in both mid- and end-semester exam results compared with
student cohorts from preceding years, although this could also be influenced by many
other factors. Increased student engagement and the immediate feedback obtained
during lectures were advantages commonly noted by lecturing staff. (Contains 4 tables
and 8 figures.)
Gerdeman, R. D., Russell, A. A., & Worden, K. J. (2007). Web-based student writing and
reviewing in a large biology lecture course. Journal of College Science Teaching, 36(5),
46-52. Retrieved from
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-live
This article focuses on a study which described improved writing and reviewing skills of
students in introductory biology lecture classes that use a Web-based instructional tool.
Based on several studies, peer review has been considered as both a valid mechanism for
student evaluation and a valuable learning experience for students. The four steps of the
Calibrated Peer Review (CPR) assignments include task, calibration, peer review and self-
assessment. A chart is presented that summarizes the CPR assignments used in this
study.
Gilroy, M. (2008). Colleges grappling with incivility. The Education Digest, 74(4), 36-40.
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An article condense from the June 30 edition of The Hispanic Outlook in Higher Education.
There is widespread acknowledgment that civility is eroding at U.S. colleges and
universities, but colleges are taking steps to address the problem. Some are adopting
civility statements or codes of conduct that request students and employees to accept
personal responsibility for their speech and actions. Campus civility statements are
frequently seen as a way of preventing intolerance by reducing bias and prejudice. The
aim of these statements is to curb hate speech such as racial remarks and anti-Semitism.
The writer discusses the implementation of civility statements at Ocean County College in
Toms River, New Jersey.
Gopinath, C. (1999). Alternatives to instructor assessment of class participation. Journal of
Education for Business, 75(1), 10. Retrieved from
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ABSTRACT. The desire for in creased student involvement in the learning process extends
to the arena of assessment. This study examined peer and self-assessment as
alternatives to instructor assessment of class participation in the MBA strategy course.
Data from three samples did not provide unequivocal support for their use in formal
grading procedures. However, the study suggests that the use of peer assessment
provides a necessary feedback to students and instructors and supports the broader
objectives of class participation. [ABSTRACT FROM AUTHOR]; Copyright of Journal of
Education for Business is the property of Heldref Publications and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use. This abstract may be abridged. No warranty is given about the accuracy of
the copy. Users should refer to the original published version of the material for the full
abstract. (Copyright applies to all Abstracts.)
Greenberger, E., Lessard, J., Chen, C., & Farruggia, S. (2008). Self-entitled college students:
Contributions of personality, parenting, and motivational factors. Journal of Youth &
Adolescence, 37(10), 1193-1204. doi:10.1007/s10964-008-9284-9
Anecdotal evidence suggests an increase in entitled attitudes and behaviors of youth in
school and college settings. Using a newly developed scale to assess “academic
entitlement” (AE), a construct that includes expectations of high grades for modest effort
and demanding attitudes towards teachers, this research is the first to investigate the
phenomenon systematically. In two separate samples of ethnically diverse college
students comprised largely of East and Southeast Asian American, followed by
Caucasians, Latinos, and other groups (total N = 839, age range 18–25 years), we
examined the personality, parenting, and motivational correlates of AE. AE was most
strongly related to exploitive attitudes towards others and moderately related to an
overall sense of entitlement and to narcissism. Students who reported more academically
entitled attitudes perceived their parents as exerting achievement pressure marked by
social comparison with other youth and materially rewarding good grades, scored higher
than their peers in achievement anxiety and extrinsic motivation, and engaged in more
academic dishonesty. AE was not significantly associated with GPA. [ABSTRACT FROM
AUTHOR]; Copyright of Journal of Youth & Adolescence is the property of Springer
Science & Business Media B.V. and its content may not be copied or emailed to multiple
sites or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use. This abstract
may be abridged. No warranty is given about the accuracy of the copy. Users should refer
to the original published version of the material for the full abstract. (Copyright applies to
all Abstracts.)
Guzman, A., & Nussbaum, M. (2009). Teaching competencies for technology integration in the
classroom. Journal of Computer Assisted Learning, 25(5), 453-469. doi:10.1111/j.13652729.2009.00322.x
There is growing interest in the integration of technology into the classroom. A range of
initiatives have been launched to develop in-service teacher training processes that will
strengthen this integration. In the present paper, we systematize the findings of a large
selection of studies on this topic, focusing on domains and competencies linked to teacher
training propositions for technology integration. Our main result is the presentation of six
such domains that have been proposed in the existing literature:
instrumental/technological, pedagogical/curricular, didactic/methodological,
evaluative/investigative, communicational/relational and personal/attitudinal. A set of
teaching competencies for each domain is also identified. These domains and
competencies together form the bases for creating a technology integration training
model. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Computer Assisted Learning
is the property of Blackwell Publishing Limited and its content may not be copied or
emailed to multiple sites or posted to a listserv without the copyright holder's express
written permission. However, users may print, download, or email articles for individual
use. This abstract may be abridged. No warranty is given about the accuracy of the copy.
Users should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Halper, S., Kelly, K., & Chuang, W. H. (2007). A reflection on coursestream system: A virtual
classroom streaming system designed for large classes. TechTrends: Linking Research
and Practice to Improve Learning, 51(2), 24-27. Retrieved from
http://dx.doi.org/10.1007/s11528-007-0022-z;
http://ezproxy.lib.ucf.edu/login?url=http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtm
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138eb454cb5&fmt=C
Delivering courses using streaming media has been an effective vehicle for online
education in recent years. At San Francisco State University (SFSU), several courses are
offered fully online using streaming media, and each semester over five thousand
students take advantage of them. Students can view or listen to live or archived lectures
online by accessing Academic Technology's Coursestream home page
(http://coursestream.sfsu.edu). In this paper the authors examine the design problems
and solutions of this Coursestream system, explore the approaches taken, barriers
encountered, and the lessons learned. (Contains 4 figures.) (ERIC)
Harrell, I. L.,II, & Hollins, T. N., Jr. (2009). Working with disruptive students. Inquiry, 14(1),
69-75. Retrieved from ERIC Full Text PDF:
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The recent tragedies at Virginia Tech, Louisiana Technical College, and Northern Illinois
University have sparked national dialogue regarding how the higher-education community
may increase safety on campus while preserving the integrity of the learning
environment. Much of the dialogue has focused on institutions addressing student
mental-health issues, developing emergency plans, and using technology in the event
that such threats present themselves on another campus. While all of this discussion is
useful in addressing major disruptions on campuses, it is important to remember that
many of these major disruptions begin with minor acts or even questionable disruptive
behaviors that can be prevented early by faculty and staff. In this article, the authors
discuss what educators can do to address disruptive student behavior in a way that not
only will preserve the learning environment at institutions but also may assist students in
their growth and development. Specifically, they focus on addressing disruptive behavior
inside the classroom. (ERIC)
Harvey, S., Royal, M., & Stout, D. (2003). Instructor's transformational leadership: University
student attitudes and ratings. Psychological Reports, 92(2), 395-402.
doi:10.2466/PR0.92.2.395-402
We extend leadership research by examining the effect of an instructor's transformational
leadership on university students. 120 undergraduate students provided ratings for their
instructors on Charisma, Intellectual Stimulation, and Individual Consideration as well as
the Instructors' Performance and the Students' Involvement in class. Multiple regression
analyses indicated that Intellectual Stimulation and Charisma together accounted for
66.3% of the variance in the prediction of Instructor's Performance ratings. In turn,
Intellectual Stimulation and Individual Consideration combined to account for 55.1% of
the variance in predicting Student Involvement. (PsycINFO Database Record (c) 2009
APA, all rights reserved) (from the journal abstract)
Hendrix, K. G. (2007). “She must be trippin'”: The secret of disrespect from students of color
toward faculty of color. New Directions for Teaching & Learning, (110), 85-96.
doi:10.1002/tl.277
In this chapter, the author explores student incivility in higher education, with an
emphasis on the often hidden circumstance of students of color exhibiting disrespectful
behavior toward their professors of the same race. [ABSTRACT FROM AUTHOR];
Copyright of New Directions for Teaching & Learning is the property of John Wiley & Sons,
Inc. / Education and its content may not be copied or emailed to multiple sites or posted
to a listserv without the copyright holder's express written permission. However, users
may print, download, or email articles for individual use. This abstract may be abridged.
No warranty is given about the accuracy of the copy. Users should refer to the original
published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Heppner, F. (October 2007). Teaching the large college class: A guidebook for
instructors with multitudes Jossey-Bass.
Teaching large classes is a fact of life for professors at many institutions. In addition to
pedagogy, instructors of these courses must also be concerned with legal, ethical,
financial, technological, personnel, and management issues. Virtually all introductory
courses are large ones, as are the popular intermediate courses at large institutions.
Typically, little or no training or instruction is provided to new professors about how to
manage large classes successfully. This book is a valuable resource for any college
teacher, adjunct or full-time, facing a large class. It will also be useful for college
administrators who might want to issue it to teachers, especially adjuncts, assigned to
large classes for the first time. A distillation of years of experience by the author who
started his college teaching career in 1969 in teaching large classes and in coaching other
professors to do the same, this guide is concise and user-friendly. It employs teachingas-acting as a common theme, with many practical examples covering all of the major
aspects of organizing, managing, and teaching a large lecture course in any field.
For more information and excerpts, visit www.largelecture.com
Herington, C., & Scott Weaven. (Dec. 2008). Action research and reflection on student
approaches to learning in large first year university classes. Australian Educational
Researcher, v35(n3), p111-134.
This paper presents an action research approach to exploring methods of improving
the learning styles and outcomes of first year university students within large class
environments. The genesis of this project stemmed from an observation that entire
tutorial groups were often lethargic in their approach to learning. Following a survey
of learning styles, students were exposed to more student-centric teaching styles within
tutorial groups, with a view to encouraging deeper student learning and self-regulated
learning behaviours. Although the project was successful in motivating students’
participation in class activities, no noticeable change to a sustained deeper learning
style became evident. The findings suggest that simply motivating students to
participate in class does not necessarily alter overall learning styles, at least in the short
term. This suggests that the process of “unlearning” previous learning styles may pose
a significant problem for instructors and it appears likely that the process of changing
from surface to deep learning may require more than a single course intervention.
However, there is some evidence that student-centred and self-regulated learning
results in a more positive learning experience for both students and teachers. The
article concludes with a model of proposed relationships uncovered by the research
which deserve further exploration in the quest to provide greater levels of student
satisfaction with their higher education experiences.
Hirschy, A. S., & Braxton, J. M. (2004). Effects of student classroom incivilities on students.
New Directions for Teaching & Learning, (99), 67-76. Retrieved from
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Student violations of behavior norms affect the learning of others, the teaching of the
instructor, and the atmosphere of the classroom. [ABSTRACT FROM AUTHOR]; Copyright
of New Directions for Teaching & Learning is the property of John Wiley & Sons, Inc. /
Education and its content may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written permission. However, users may
print, download, or email articles for individual use. This abstract may be abridged. No
warranty is given about the accuracy of the copy. Users should refer to the original
published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Hirschy, A. S., & Wilson, M. E. (2002). The sociology of the classroom and its influence on
student learning. PJE.Peabody Journal of Education, 77(3), 85-100. Retrieved from
http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=tru
e&db=aph&AN=9215730&site=ehost-live
Focuses on the social factors which either advance or inhibit student learning. Educators'
use of their knowledge of how social factors affect the teaching and learning exchange
between faculty and students and among peers in a classroom to address structural
inequities and promote learning for students of varying backgrounds; Description of the
sociology of the classroom.
Hoekstra, A. (2008). Vibrant student voices: Exploring effects of the use of clickers in large
college courses. Learning, Media and Technology, 33(4), 329-341. Retrieved from
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e&db=eric&AN=EJ821733&site=ehost-live;
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/174398808024970
81
Teachers have begun using student response systems (SRSs) in an effort to enhance the
learning process in higher education courses. Research providing detailed information
about how interactive technologies affect students as they learn is crucial for professors
who seek to improve teaching quality, attendance rates and student learning. This study
investigates social, educational and emotional effects of the use of SRSs--clickers--at the
University of Colorado at Boulder. Methods include participant observation, survey data
from over 2000 students enrolled in three semesters of General Chemistry, and in-depth
interviews exploring the nature of student experiences with clickers. Findings suggest
clickers significantly alter the social environment experienced by students as they learn.
Clickers create learning environments characterized by greater activity, cooperation and
conceptual application compared to traditional, lecture-based instruction. Gender also
influences whether students choose to work with peers during clicker-prompted
interaction. The qualitative analysis presented here extends upon themes identified in
existing research on the effects of clickers for learning. (Contains 3 tables.)
Hoffman, A., & Wallach, J. (2007). Reducing self-entitlement attitudes through service
learning. Community College Enterprise, 13(1), 81-91. Retrieved from
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e&db=eric&AN=EJ843213&site=ehost-live;
http://www.schoolcraft.edu/pdfs/cce/13.1.81-91.pdf
The purpose of the current study is to explore the effects of community service work and
community involvement on perceptions of self-entitlement--expectations of others to do
things for oneself--among undergraduate students. Over the course of a 16-week
semester, 26 randomly selected subjects (20 community college psychology students and
six state university psychology students) volunteered to participate in a community
service gardening program. Students were administered a pre-test questionnaire that
measured their self-entitlement attitudes and attitudes addressing the importance of
community service. At the end of the 16-week semester, students were administered a
post-test questionnaire to assess attitudes toward their community service work. A
control group (n = 26) was administered the same questionnaire, but they did not
participate in community service work throughout the semester. Results were analyzed
using a t-test and statistical significance was found (p less than 0.05). Results indicate
that after participating in a service program, student perception of the importance of
community service work significantly increased and their sense of self-entitlement
decreased.
Huerta, J. C. (2007). Getting active in the large lecture. Journal of Political Science Education,
3(3), 237-249. Retrieved from
http://www.informaworld.com/openurl?genre=article&id=doi:10.
1080/15512160701558224;
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The benefits of active learning are well documented; nonetheless, the implementation of
active learning strategies can be challenging in large lecture environments. The project
will examine the research supporting active learning, present the implementation of
simple active learning techniques in large lecture classes, and provide evidence to test
the effectiveness of the techniques on both student learning outcomes and student
attitudes. The purpose is to investigate the concern that adding active learning to large
lecture classes reduces the amount of time available to teach content in class, resulting in
less student learning. The expectation is that incorporating active learning techniques will
not harm student learning and will lead to positive student attitudes. The active learning
techniques of question-based outlines, discussion-question prompts, small group
discussions, and exam preparation will be investigated using exam grade comparisons,
pre- and posttest analyses, and student surveys. The findings demonstrate that active
learning does not lead to less student learning and instead that it can have a positive
impact. (Contains 3 tables, 1 figure, and 8 notes.) (As Provided)
Isbell, L. M., & Cote, N. G. (2009). Connecting with struggling students to improve
performance in large classes. Teaching of Psychology, 36(3), 185-188.
doi:10.1080/00986280902959960
In large classes, students' feelings of anonymity and interpersonal distance from the
instructor can be particularly detrimental to those who struggle with course material. We
tested a simple method for connecting with struggling students to improve their
performance. We randomly divided students who scored 75% or lower on the first exam
into 2 groups. Students in one group received a personalized e-mail message expressing
our concern and providing information about course resources. Students in the other
group served as a no-e-mail control. Those who received the message performed better
on the second exam than those who did not. We discuss possible explanations for our
findings and question whether multiple e-mails might enhance performance more
consistently. [ABSTRACT FROM AUTHOR]; Copyright of Teaching of Psychology is the
property of Lawrence Erlbaum Associates and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
James, M. C. (2006). The effect of grading incentive on student discourse in peer instruction.
American Journal of Physics, 74(8), 689-691. Retrieved from
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30d692e3e27e&fmt=C
The influence of different assessment practices relating to classroom response systems
(CRSs) on the nature of the conversations and the degree of participation that occurs
during lectures delivered using the peer instruction technique. In peer instruction,
student responses to multiple-choice questions posed by the instructor during the lecture
are recorded and displayed in real time by an electronic CRS. Two large college
astronomy classes that used contrasting assessment strategies for CRS scores were
observed. In a class in which students received little credit for incorrect CRS responses,
students with greater knowledge tended to dominate peer discussions and partners with
less knowledge were more passive. In a class in which students received full credit for
incorrect responses, students engaged in a more even examination of ideas from both
partners, and conversations were much more likely to register dissimilar responses,
suggesting that this system gives a more accurate reflection of student understanding.
James, M. C., Barbieri, F., & Garcia, P. (2008). What are they talking about? lessons learned
from a study of peer instruction. Astronomy Education Review, 7(1), 37-43. Retrieved
from http://dx.doi.org/10.3847/AER2008004;
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5c470bd3018c&fmt=C
Electronic classroom response systems (CRSs) have been in use in large college lectures
for over three decades. Such systems are designed to provide instructors and students
with immediate statistical analyses of student electronic responses to multiple-choice
questions posed to the class by the instructor. The technique known as peer instruction
uses a CRS to tabulate student responses after students have had an opportunity to
discuss ideas with seat partners. In this study, we investigate recorded peer CRS
conversations collected in two introductory astronomy courses over two semesters.
Findings suggest that when instructors adopt a high-stakes grading incentive that assigns
little credit for incorrect CRS responses rather than providing forums for the spontaneous
exploration of nascent ideas, conversations tend to become dominated by a single
partner as students attempt to earn maximum credit for a correct answer. We also
present a comparison of two methods for studying conversation bias in peer instruction
discourse that could be valuable to other researchers interested in studying peer
discourse. (Contains 2 tables and 2 notes.) (As Provided)
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience
response systems: A review of the literature. Computers & Education, 53(3), 819-827.
Retrieved from
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Audience response systems (ARSs) permit students to answer electronically displayed
multiple choice questions using a remote control device. All responses are instantly
presented, in chart form, then reviewed and discussed by the instructor and the class. A
brief history of ARSs is offered including a discussion of the 26 labels used to identify this
technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is
offered presenting the benefits and challenges associated with the use of an ARS. Key
benefits for using ARSs include improvements to the classroom environment (increases in
attendance, attention levels, participation and engagement), learning (interaction,
discussion, contingent teaching, quality of learning, learning performance), and
assessment (feedback, formative, normative). The biggest challenges for teachers in
using ARSs are time needed to learn and set up the ARS technology, creating effective
ARS questions, adequate coverage of course material, and ability to respond to
instantaneous student feedback. Student challenges include adjusting to a new method of
learning, increased confusion when multiple perspectives are discussed, and negative
reactions to being monitored. It is concluded that more systematic, detailed research is
needed in a broader range of contexts. Copyright (c) 2009 Elsevier Ltd.
Kelly, R., & Fetherston, B. (2008). Productive contradictions: Dissonance, resistance and
change in an experiment with cooperative learning. Journal of Peace Education, 5(1), 97111. Retrieved from http://www.informaworld.com/openurl?genre=article&id=doi:10.
1080/17400200701859494;
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This article discusses a qualitative research project designed to investigate processes and
outcomes of learning in a first-year undergraduate course--"Introduction to conflict
resolution: theory and skills" (ICR)--taught in the Department of Peace Studies at the
University of Bradford. The research project was set up to help us understand how
students experienced two "innovations" introduced to the course in January 2006--the
use of a cooperative learning methodology in the classroom, and the introduction of a
reflective portfolio as the main assessment format. The article discusses some of the
benefits of using cooperative and reflective learning for teaching conflict resolution theory
and skills in a large and diverse class. The article also describes and analyses some of the
resistance and contradictions that emerged as we introduced our "new" pedagogy. It also
explores some contradictions between our aims and practice, and how these were
experienced by students. In conclusion, the article reflects on the broader implications of
this experience, specifically related to efforts to develop a relevant pedagogy for peace
practitioners in a higher education setting. (Contains 4 notes.) (As Provided)
Kember, D., Ho, A., & Hong, C. (2008). The importance of establishing relevance in motivating
student learning. Active Learning in Higher Education, 9(3), 249-263.
doi:10.1177/1469787408095849
This article reports findings from a study which interviewed 36 undergraduate students
about aspects of the teaching and learning environment which motivated or demotivated
their study. It was found that students were motivated by a teaching environment
characterized by eight main elements. This article reports in detail on the element of
establishing relevance, as this seemed very important to the interviewees. The
interviewees found that teaching abstract theory alone was demotivating. Relevance
could be established through: showing how theory can be applied in practice, establishing
relevance to local cases, relating material to everyday applications, or finding applications
in current newsworthy issues. The traditional building block curriculum, which devotes
substantial parts of initial courses to basic theory, could demotivate students if they could
not see how the theory was applicable to the discipline or profession. The problem could
be alleviated by a course which revealed a curriculum map showing the application of
basic material in more advanced courses, or by early periods of exposure to professional
practice in professional programmes. Professional programmes faced a double-edged
sword with respect to relevance in that it could be established by demonstrating that
material was relevant to a future career. However, students could easily become
demotivated if they could not see the relevance of theoretical material, since they had
chosen a professional programme in the expectation that it would prepare them well for
their future career. [ABSTRACT FROM AUTHOR]; Copyright of Active Learning in Higher
Education is the property of Sage Publications, Ltd. and its content may not be copied or
emailed to multiple sites or posted to a listserv without the copyright holder's express
written permission. However, users may print, download, or email articles for individual
use. This abstract may be abridged. No warranty is given about the accuracy of the copy.
Users should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Kibble, J. D. (2009). A peer-led supplemental tutorial project for medical physiology:
Implementation in a large class. Advances in Physiology Education, 33(2), 111-114.
Retrieved from
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The purpose of this study was to evaluate the practicality of implementing a peerteaching program in a large class (more than 350 students) of medical students and
whether such a program is beneficial. Case-based problems were developed by faculty
members to facilitate student problem solving and discussion. Voluntary student
enrollment was available during the first week of a semester. Tutorials took place during
out of class time and were facilitated by peers from the previous class. Tutors were
selected for their outstanding performance in physiology; they were provided with
training in facilitation skills and were given a package of model answers. Sixty-eight
students enrolled in this pilot program and were organized into groups of approximately 8
students. On average, students attended four of six tutorials. Posttutorial quiz scores
were significantly greater than paired pretest scores. Surveys showed that students had
high expectations at the outset, which were matched with positive perceptions at the end
of the tutorial program; the use of near-peer tutors was especially well received. Tutors
also gave high approval ratings for their experiences. In conclusion, the peer tutoring
program was logistically straightforward to implement in a large class and was endorsed
by the participants. (Contains 3 tables and 1 figure.)
King, S. O., & Robinson, C. L. (2009). "Pretty lights" and maths! increasing student
engagement and enhancing learning through the use of electronic voting systems.
Computers & Education, 53(1), 189-199. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ836746&site=ehostlive; http://dx.doi.org/10.1016/j.compedu.2009.01.012
University classes in Mathematics are traditionally perceived to be uninspiring and devoid
of active student-lecturer communication. Large undergraduate classes further compound
the difficulty of engaging students and enabling viable student-lecturer feedback. At the
Mathematics Education Centre, Loughborough University, some staff members have been
using electronic voting systems (EVS) to enliven the classroom and enable large numbers
of students to respond to questions in real time during class. In this paper, we present an
evaluation case study, based on student perceptions, of the impact of EVS use on student
learning and engagement. The results show that majority of students are hugely positive
about the usefulness and overall advantageousness of EVS use in classes. Results also
show that EVS use does increase the likelihood of students participating and engaging in
class, as even students who do not view EVS as being particularly useful stated that they
are more likely to participate in classes where EVS are used than otherwise. However,
there seems to be no correlation between EVS use and improvement (or otherwise) in
student grades. (Contains 8 figures and 2 tables.)
Kinsella, S. (2009). Many to one: Using the mobile phone to interact with large classes. British
Journal of Educational Technology, Vol 40(no. 5), p956-958. doi:doi:10.1111/j.14678535.2008.00888.x
The perennial problem of communicating with large classes of over 100 students can
be resolved using students’ mobile phones and a piece of software written to take
advantage of the ubiquity of the mobile phone.1 This paper describes the first steps
towards one possible resolution. Several methods exist which allow students to
communicate
with lecturers in large groups (See Aronson, 1987; Davis, 1993; Guthrie &
Carlin, 2004; Hall, Collier, Thomas & Hilgers, 2005; Judson, 2002), but none, to my
knowledge, combine ease of use, speed of transmission and student feedback in as
cost-effective a manner as the one described below.
Kokkelenberg, E. C., Dillon, M., & Christy, S. M. (2008). The effects of class size on student
grades at a public university. Economics of Education Review, 27(2), 221-233.
doi:10.1016/j.econedurev.2006.09.011
Abstract: We model how class size affects the grade higher education students earn and
we test the model using an ordinal logit with and without fixed effects on over 760,000
undergraduate observations from a northeastern public university. We find that class size
negatively affects grades for a variety of specifications and subsets of the data, as well as
for the whole data set from this school. The specifications tested hold constant for
academic department, peer effects (relative ability in class), student ability, level of
student, level of course, gender, minority status, and other factors. Average grade point
declines as class size increases, precipitously up to class sizes of twenty, and more
gradually but monotonically through larger class sizes. The evidence is that this is not
exclusively a small class effect. We conclude that there are diseconomies of scale
associated with a deterioration of student outcomes as class sizes grow larger. The cost
of this deterioration is not quantifiable with our data, as much of the costs are nonmarket costs and unobservable. Future studies of economies of scale in higher education
need to address the traditional assumption of constant product quality. [Copyright 2008
Elsevier]; Copyright of Economics of Education Review is the property of Pergamon Press
- An Imprint of Elsevier Science and its content may not be copied or emailed to multiple
sites or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use. This abstract
may be abridged. No warranty is given about the accuracy of the copy. Users should refer
to the original published version of the material for the full abstract. (Copyright applies to
all Abstracts.)
Lampman, C., Phelps, A., Bancroft, S., & Beneke, M. (2009). Contrapower harassment in
academia: A survey of faculty experience with student incivility, bullying, and sexual
attention. Sex Roles, 60(5/6), 331-346. Retrieved from
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0c3439cc9e7b&fmt=C
Lemos, R. S. (2007). Etiquette for the professoriate. Academe, 93(1), 46-49. Retrieved from
http://www.aaup.org/AAUP/pubsres/academe/2007/JF/Feat/;
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4fb3f43e0e8f&fmt=C
Etiquette involves showing respect and concern for others' well-being and comfort. It is
not just for special occasions or something practiced only when wanting to impress
someone. Etiquette should be practiced all the time with every type of person--including
students. In this article, the author discusses etiquette for professors by proposing the
following set of rules based on his own experience and observations: (1) attire; (2) verbal
interaction; (3) the classroom; (4) faculty offices; (5) telephones; (6) e-mail; (7) student
assistance; and (8) equality and diversity. He also emphasizes that all faculty should
show students the highest level of civility and respect. (ERIC)
Levy, E. S., & Rakovski, C. C. (2006). ACADEMIC DISHONESTY: A zero tolerance professor
and student registration choices. Research in Higher Education, 47(6), 735-754.
doi:10.1007/s11162-006-9013-8
College and university faculty and administrators are responsible for constructing
academic honesty policies and communicating them to students. This is often attempted
through institutional honesty policies and university-wide honor codes. While these
approaches have been widely researched, less attention has been given to the role of
individual faculty members. That role is examined in this study by addressing student
reactions to professors based on their academic honesty policies. In addition to
demographic information, data were gathered about student attitudes and beliefs
concerning academic dishonesty and their decision to enroll in or avoid a course being
taught by a professor with zero tolerance for academic dishonesty. The findings regarding
different instructors’ approaches toward academic dishonesty indicate that an intolerant
policy will keep dishonest students away, but at a price—it will also detract many honest
students. [ABSTRACT FROM AUTHOR]; Copyright of Research in Higher Education is the
property of Springer Science & Business Media B.V. and its content may not be copied or
emailed to multiple sites or posted to a listserv without the copyright holder's express
written permission. However, users may print, download, or email articles for individual
use. This abstract may be abridged. No warranty is given about the accuracy of the copy.
Users should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Lewis, S. E., & Lewis, J. E. (2008). Seeking effectiveness and equity in a large college
chemistry course: An HLM investigation of peer-led guided inquiry. Journal of Research in
Science Teaching, 45(7), 794-811. Retrieved from
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598c43b1756b&fmt=C
This study employed hierarchical linear models (HLM) to investigate Peer-Led Guided
Inquiry (PLGI), a teaching practice combining cooperative learning and inquiry and
tailored for a large class. Ultimately, the study provided an example of the effective
introduction of a reform pedagogical approach in a large class setting. In the narrative,
the strengths of HLM as a statistical technique are discussed in the context of pedagogical
reforms, and the case is made for the use of HLM in rigorous determinations of both
effectiveness and equity associated with reform practices. The implementation of PLGI in
a college-level general chemistry course is also described. For the study, two general HLM
models suited to investigating reform were developed and utilized to examine the
effectiveness and equity of PLGI as implemented in this setting. The models showed that
the reform was associated with statistically significant improvement over traditional
pedagogy in terms of academic performance on multiple measures, but achieving equity
remained elusive: the consequences of pre-existing achievement gaps did not lessen as a
result of reform implementation. The analysis led to several implications for educational
research, particularly in terms of evaluating pedagogical reforms, as well as for teaching.
Choosing effective and equitable pedagogies for classroom implementation remains a
critical goal for classes of any size. Reprinted by permission of the publisher.
Lippmann, S., Bulanda, R. E., & Wagenaar, T. C. (2009). Student entitlement. College
Teaching, 57(4), 197-204. Retrieved from
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-live
While not representative of all students, those who demonstrate a sense of entitlement
demand a great deal of instructors' time and energy. Our article places student
entitlement in its social context, with specific attention to the prevalence of the consumer
mentality, grade inflation, and the self-esteem of the student generation. We then outline
several strategies for dealing with entitlement behavior. We suggest that greater clarity
in standards and assessment, combined with specific requirements guiding teacherstudent interactions and general efforts to resocialize students and faculty, will help to
curb these behaviors. [ABSTRACT FROM AUTHOR]; Copyright of College Teaching is the
property of Heldref Publications and its content may not be copied or emailed to multiple
sites or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use. This abstract
may be abridged. No warranty is given about the accuracy of the copy. Users should refer
to the original published version of the material for the full abstract. (Copyright applies to
all Abstracts.)
Long, H. E., & Coldren, J. T. (2006). Interpersonal influences in large lecture-based classes: A
socioinstructional perspective. College Teaching, 54(2), 237-243. Retrieved from Full Text
HTML Full Text PDF HTML:
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The present research examines whether an interpersonal environment may exist in
classrooms that are notoriously impersonal: large lecture-based freshman-level general
psychology classes. The artificial categorization of teaching and learning styles, and the
limits of those categories, is also addressed. Students evaluated the style of teaching in
the classroom, their individual style of learning, and their overall appraisal of the class.
Students' perception of an interpersonal fit between themselves and the instructor seems
to be most important for effectiveness in student learning. These results are discussed in
the context of extending socioinstructional theories of instruction. Reprinted by
permission of the publisher.
Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006). Are we using technology for
learning? Journal of Educational Technology Systems, 34(4), 401-425. Retrieved from
http://baywood.metapress.com/openurl.asp?genre=article&id=do i:10.2190/ER58-3H7PY8FK-U8F7;
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400a02fa7d26&fmt=C
This study investigated the role that computer technology plays in transforming the
learning process in higher education. Specifically, we looked at the relationship between
computer-technology use, active learning, and perceived course effectiveness. The
sample consisted of 1966 students in 81 graduate and undergraduate classes at a large,
urban university. The survey categories were: 1) learner preferences; 2) course
structure; 3) active learning; 4) time on task; 5) learning with technology; 6) perceived
effectiveness of computer use; 7) context of computer use; and 8) overall perceived
course effectiveness. Results suggest that there is a relationship between computer
technology, active learning, and perceived course effectiveness. Students who use
computer technology a lot appear to benefit the most from active learning. (Contains 7
tables and 1 figure.) (Author)
Lyon, D. C., & Lagowski, J. J. (2008). Effectiveness of facilitating small-group learning in large
lecture classes: A general chemistry case study. Journal of Chemical Education, 85(11),
1571-1576. Retrieved from
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We report the results of a study designed to investigate the effectiveness of peer-led,
small-group discussions in a large (N greater than 400) general chemistry course usually
taught in a traditional lecture format. The administrative structure, the training of the
peer facilitators, and the achievement of students exposed to this environment compared
with a control group are presented. (Contains 3 figures, 5 tables and 1 note.)
MacGeorge, E., Homan, S., Dunning, J., Elmore, D., Bodie, G., Evans, E., Khichadia, S., Lichti,
S., Feng, B., & Geddes, B. (2008). Student evaluation of audience response technology in
large lecture classes. Educational Technology Research & Development, 56(2), 125-145.
doi:10.1007/s11423-007-9053-6
In the past few years, audience response technology (ART) has been widely adopted on
college campuses, and is especially popular among instructors of large lecture classes.
Claims regarding ART’s benefits to students have received only limited empirical
evaluation, and prior studies exhibit methodological limitations. The current study
provides a multi-dimensional evaluation, utilizing a newly-developed measure, the
Audience Response Technology Questionnaire (ART-Q). Data were provided at three
points during a semester by undergraduate students ( n = 854) who used ART in three
large lecture university courses. Results indicate moderately positive evaluations of ART
on some dimensions (e.g., ease of use, impact on attendance), with less positive
evaluations on others (e.g., influence on preparation for class). These evaluations showed
some variability across time of semester and course, but were not substantially affected
by gender, ethnicity, or year in school. Findings are discussed with respect to the need
for future research on instructors’ techniques for using ART and their influence on student
perceptions and outcomes. [ABSTRACT FROM AUTHOR]; Copyright of Educational
Technology Research & Development is the property of Springer Science & Business
Media B.V. and its content may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written permission. However, users may
print, download, or email articles for individual use. This abstract may be abridged. No
warranty is given about the accuracy of the copy. Users should refer to the original
published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Campbell,
J., Knight, A., & Zhang, H. (2009). Clickers in college classrooms: Fostering learning with
questioning methods in large lecture classes. Contemporary Educational Psychology,
34(1), 51-57. Retrieved from
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a03d916e6bda&fmt=C
What can be done to promote student-instructor interaction in a large lecture class? One
approach is to use a personal response system (or "clickers") in which students press a
button on a handheld remote control device corresponding to their answer to a multiple
choice question projected on a screen, then see the class distribution of answers on a
screen, and discuss the thinking that leads to the correct answer. Students scored
significantly higher on the course exams in a college-level educational psychology class
when they used clickers to answer 2 to 4 questions per lecture (clicker group), as
compared to an identical class with in-class questions presented without clickers (noclicker group, d = 0.38) or with no in-class questions (control group, d = 0.40). The
clicker treatment produced a gain of approximately 1/3 of a grade point over the noclicker and control groups, which did not differ significantly from each other. Results are
consistent with the generative theory of learning, which predicts students in the clicker
group are more cognitively engaged during learning. Reprinted by permission of the
publisher.
McCarron, K., & Savin-Baden, M. (2008). Compering and comparing: Stand-up comedy and
pedagogy. Innovations in Education & Teaching International, 45(4), 355-363.
doi:10.1080/14703290802377158
The central argument of this paper is that adopting some of the techniques practised by
stand-up comedians can help teachers in higher education challenge students in ways
that will ultimately improve the student learning experience overall. It will suggest that
developing co-dependent relationships and over-engaging with students is disabling
rather than enabling. Instead it will suggest that it is helpful to use 'strategies of
omission' that result in challenge to students and promote disjunction in their lives which
in turn promotes the development of criticality. However, we need to stress from the
outset that the paper has nothing at all to do with comedy. This paper is offered as
practitioner investigation, making use of the practitioners' stories of their experience as
data. [ABSTRACT FROM AUTHOR]; Copyright of Innovations in Education & Teaching
International is the property of Routledge and its content may not be copied or emailed
to multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Messineo, M., Gaither, G., Bott, J., & Ritchey, K. (2007). Inexperienced versus experienced
students' expectations for active learning in large classes. College Teaching, 55(3), 125133. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=26288464&site=ehost
-live
Findings from a survey of undergraduates demonstrate links between students'
experience level and their perceptions and expectations of large classes. The authors
made a number of hypotheses, including that students prefer active-learning experiences
but expect passive-learning experiences, that experienced students prefer large classes
but demonstrate less commitment to them, and that students view low-level skills as
more important than high-level skills in large classes. Findings supported the hypotheses,
and implications of these findings as they relate to pedagogy in large classes are
discussed. [ABSTRACT FROM AUTHOR]; Copyright of College Teaching is the property of
Heldref Publications and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's express written permission. However,
users may print, download, or email articles for individual use. This abstract may be
abridged. No warranty is given about the accuracy of the copy. Users should refer to the
original published version of the material for the full abstract. (Copyright applies to all
Abstracts.)
Meyers, S. A. (2008). Working alliances in college classrooms. Teaching of Psychology, 35(1),
29-32. Retrieved from http://www.informaworld.com/openurl?genre=article&id=doi:10.
1080/00986280701818490;
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l?recid=0bc05f7a67b1790e42d70f679a2de01098768bc07410ff8e24e3dfc66344c0eace19c
1f62723a876&fmt=C
I explain how professors can establish working alliances with students to cultivate a
climate conducive to learning. This process involves (a) attending to the emotional bonds
that exist in the college classroom, (b) developing shared educational goals and tasks to
promote a common sense of purpose, and (c) addressing classroom conflict to repair
disruptions in social relationships. I also describe how working alliance theory extends our
knowledge and practice of effective teaching. (Author)
Milliron, V., & Sandoe, K. (2008). The net generation cheating challenge. Innovate: Journal of
Online Education, 4(6) Retrieved from
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e&db=eric&AN=EJ840486&site=ehost-live;
http://www.innovateonline.info/index.php?view=article&id=499
Integral to higher education, academic integrity stands as a cornerstone of academic life.
However, compelling evidence of widespread academic dishonesty among Net-Generation
students threatens to undermine both the environment of trust that nourishes integrity
and the safeguards that help ensure it. Working from their experience with widespread
cheating on low-stakes quizzes in a large introductory information systems class, Valerie
Milliron and Kent Sandoe describe the Net Generation's culture of cheating and explore
ways to detect and deter cheating. Detailing technological, content-based, and behavioral
approaches to detection and deterrence, Milliron and Sandoe provide an overview of the
extent and the nature of cheating within the Net Generation. (Contains 12 exhibits.)
Milne, C. (2009). Assessing self-evaluation in a science methods course: Power, agency,
authority and learning. Teaching and Teacher Education: An International Journal of
Research and Studies, 25(5), 758-766. Retrieved from
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e&db=eric&AN=EJ840174&site=ehost-live; http://dx.doi.org/10.1016/j.tate.2008.11.008
Students' reactions to the intersection between ongoing experiences in the university
classroom and student teaching constitute the formative component of learning
assessment called "self-assessment." Student reactions, captured via file cards and
reflective journals, constituted evidence for final "self-evaluation," the summative
component of self-assessment. The implementation of a self-evaluation protocol in a
science methods course provided the focus for a descriptive and interpretive study in
which Foucault and feminist theories of power and knowledge provided the analytical
structure for examination of themes of surveillance, discipline structure, and criticality
that must be examined if self-evaluation is to support people learning to teach. (Contains
1 figure and 2 tables.)
Molnar, K. K., Kletke, M. G., & Chongwatpol, J. (2008). Ethics vs. IT ethics: Do undergraduate
students perceive a difference? Journal of Business Ethics, 83(4), 657-671.
doi:10.1007/s10551-007-9646-3
Do undergraduate students perceive that it is more acceptable to 'cheat' using
information technology (IT) than it is to cheat without the use of IT? Do business
discipline-related majors cheat more than non-business discipline-related majors? Do
undergraduate students perceive it to be more acceptable for them personally to cheat
than for others to cheat? Questionnaires were administered to undergraduate students at
five geographical academic locations in the spring, 2006 and fall 2006 and spring, 2007.
A total of 708 usable questionnaires were returned including 532 from students majoring
in business-related disciplines and 139 from students majoring in non-business related
disciplines (37 were undecided). It appears that in terms of intellectual property
violations, undergraduate students in general find cheating using IT more acceptable than
cheating without the use of IT. It also appears that undergraduate students perceive that
it is relatively more acceptable for them to personally cheat when using IT than for others
to cheat when using IT, although this is reversed when IT is not involved. No significant
differences on these issues were found between undergraduate students having business
discipline-related majors and those having non-business discipline-related majors.
(PsycINFO Database Record (c) 2009 APA, all rights reserved) (from the journal abstract)
Morling, B., McAuliffe, M., Cohen, L., & DiLorenzo, T. M. (2008). Efficacy of personal response
systems ("clickers") in large, introductory psychology classes. Teaching of Psychology,
35(1), 45-50. doi:10.1080/00986280701818516
Four sections of introductory psychology participated in a test of personal response
systems (commonly called "clickers"). Two sections used clickers to answer multiplechoice quiz questions for extra credit; 2 sections did not. Even though we used clickers
very minimally (mainly to administer quizzes and give immediate feedback in class), their
use had a small, positive effect on exam scores. On anonymous course evaluations,
students in 1 clicker section reported that regular attendance was more important, but
otherwise, students in clicker sections (compared to traditional sections) did not report
feeling significantly more engaged during class. We suggest that future researchers might
combine clicker technology with other, established pedagogical techniques. [ABSTRACT
FROM AUTHOR]; Copyright of Teaching of Psychology is the property of Lawrence
Erlbaum Associates and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's express written permission. However,
users may print, download, or email articles for individual use. This abstract may be
abridged. No warranty is given about the accuracy of the copy. Users should refer to the
original published version of the material for the full abstract. (Copyright applies to all
Abstracts.)
Muir, G. M., & Van, d. L. (2009). Students teaching students: An experiential learning
opportunity for large introductory psychology classes in collaboration with local
elementary schools. Teaching of Psychology, 36(3), 169-173.
doi:10.1080/00986280902960018
Students in large, lecture-based introductory psychology classes often do not have the
benefit of experiential learning (EL) opportunities due to logistical constraints. To
overcome this obstacle, we developed an EL project in which introductory psychology
students in small groups present some aspect of the course material to local elementary
school classes. The project challenges undergraduate students to demonstrate a deep
level of understanding of the presentation material. Such depth of understanding enables
them to flexibly communicate material in an age-appropriate manner to kindergarten
through 5th-grade students. Feedback results from undergraduate students, elementary
school students, and teachers demonstrated that this project supported learning
outcomes in undergraduates in a positive and enjoyable way for both student groups.
[ABSTRACT FROM AUTHOR]; Copyright of Teaching of Psychology is the property of
Lawrence Erlbaum Associates and its content may not be copied or emailed to multiple
sites or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use. This abstract
may be abridged. No warranty is given about the accuracy of the copy. Users should refer
to the original published version of the material for the full abstract. (Copyright applies to
all Abstracts.)
Murphy, K. L. (2007). A professional code of ethics and progress report: One university's
approach to addressing disruptive behaviors in the classroom. Journal of Physical
Education, Recreation & Dance (JOPERD), 78(2), 49-55. Retrieved from
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e43a7b2727e7&fmt=C;
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Educators in all disciplines are increasingly concerned about the disruptive behaviors
often displayed by students in the college classroom. In order for physical education
teacher education (PETE) candidates to learn effectively and become good educators,
such behaviors must be addressed and modified. To do so, educators must first
understand the origins of these behaviors and develop strategies to deal with them.
Some strategies that will help to promote professional behaviors by PETE students
include following a conceptual framework and professional code of ethics and developing
professional progress reports. (Contains 1 table and 1 figure.) (Author)
Nagy-Shadman, E., & Desrochers, C. (2008). Student response technology: Empirically
grounded or just a gimmick? International Journal of Science Education, 30(15), 20232066. Retrieved from
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http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/095006907016272
53
Student Response Technology (SRT) involves the use of hand-held remotes by students
during classroom lectures to electronically respond to questions. This study surveyed 350
students enrolled in one of 13 lower-division university science classes taught by five
different instructors who used SRT. The survey probed students' perceptions of SRT in
terms of enhancing student learning, and investigated which features of SRT students felt
had the greatest/least impact on student learning. The majority of students reported that
the SRT increased their content understanding, class participation, alertness, and
interactions with fellow students, helped with examination preparation, provided
important and immediate instructor feedback, and made class more enjoyable. Students
in this study scored more positively than peer groups on survey questions related to
student engagement in academic and intellectual experiences, suggesting that SRT helps
to promote student engagement. Important instructor actions identified during this study
that augment the enhancing effects of SRT on student learning, even in large lecture
settings, include designing clear, substantive questions, reviewing correct and incorrect
answers with students, and making pedagogical adjustments based on class responses.
(Contains 3 tables and 2 figures.)
Newman-Ford, L., Fitzgibbon, K., Lloyd, S., & Thomas, S. (2008). A large-scale investigation
into the relationship between attendance and attainment: A study using an innovative,
electronic attendance monitoring system. Studies in Higher Education, 33(6), 699-717.
doi:10.1080/03075070802457066
The literature available on the relationship between student attendance and attainment is
inconsistent. Nevertheless, there is some empirical evidence to suggest that attendance
is a determinant of academic performance and progression. Colby published results of a
study which examined the relationship within a single year 1 undergraduate module, and
his findings showed a strongly significant relationship between attendance and
attainment. However, Colby's article, along with countless other attendance studies,
suffers inherent data collection limitations that are associated with paper-based
attendance monitoring and manual data entry. UniNanny® is an electronic attendance
monitoring system developed at the University of Glamorgan, which boasts high-quality
data and minimises disadvantages associated with paper-based methods. The purpose of
this study was to corroborate, or otherwise, the findings of Colby, though on a much
larger scale, evaluating 22 first year modules within four separate award programmes,
using attendance data gathered and stored electronically. The results of this study show a
strong, statistically significant correlation between learning event attendance and
academic attainment, thereby substantiating Colby's findings. Data revealed that the
more a student attends classes, the less chance they have of failing academic
assessments, and the more chance they have of attaining high grades. Attendance was
found to decline considerably over time, though early morning lectures were not
associated with significantly worse attendance. [ABSTRACT FROM AUTHOR]; Copyright of
Studies in Higher Education is the property of Routledge and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use. This abstract may be abridged. No warranty is given about the accuracy of
the copy. Users should refer to the original published version of the material for the full
abstract. (Copyright applies to all Abstracts.)
Nicol, D. (2007). Laying a foundation for lifelong learning: Case studies of e-assessment in
large 1st-year classes. British Journal of Educational Technology, 38(4), 668-678.
doi:10.1111/j.1467-8535.2006.00657.x
Concerns about noncompletion and the quality of the 1st-year student experience have
been linked to recent changes in higher education such as modularisation, increased class
sizes, greater diversity in the student intake and reduced resources. Improving formative
assessment and feedback processes is seen as one way of addressing academic failure, of
enhancing the learning experience and students’ chances of success in the early years of
study. This paper argues that if this is to happen, a broader perspective on the purposes
of formative assessment and feedback is required, one that links these processes to the
development of learner self-regulation. It then shows, through two case studies drawn
from the Re-engineering Assessment Practices project, how information and
communication technology might support formative assessment processes and the
development of self-regulation in large 1st-year classes. Finally, the paper presents a set
of principles for the effective design and evaluation of formative assessment and
feedback processes. [ABSTRACT FROM AUTHOR]; Copyright of British Journal of
Educational Technology is the property of Blackwell Publishing Limited and its content
may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission. However, users may print, download, or
email articles for individual use. This abstract may be abridged. No warranty is given
about the accuracy of the copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all Abstracts.)
Nie, Y., & Lau, S. (2009). Complementary roles of care and behavioral control in classroom
management: The self-determination theory perspective. Contemporary Educational
Psychology, 34(3), 185-194. doi:10.1016/j.cedpsych.2009.03.001
Abstract: This study examined how classroom management practices—care and
behavioral control—were differentially associated with students’ engagement,
misbehavior, and satisfaction with school, using a large representative sample of 3196
Grade 9 students from 117 classes in Singapore. Results of hierarchical linear modeling
showed differential relations. After controlling for students’ gender and socioeconomic
status, both care and behavioral control were positively related to student engagement.
Moreover, behavioral control was a significant negative predictor of classroom
misbehavior and care was a significant positive predictor of satisfaction with school. Our
findings underscore the importance of blending care and behavioral control to achieve
multiple goals of classroom management. [Copyright 2009 Elsevier]; Copyright of
Contemporary Educational Psychology is the property of Academic Press Inc. and its
content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission. However, users may print, download, or
email articles for individual use. This abstract may be abridged. No warranty is given
about the accuracy of the copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all Abstracts.)
Nordstrom, C. R., Bartels, L. K., & Bucy, J. (2009). Predicting and curbing classroom incivility
in higher education. College Student Journal, 43(1), 74-85. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=36792315&site=ehost
-live
This research examines predictors of uncivil classroom behavior. Uncivil behaviors are
disrespectful and disruptive and may include carrying on conversations with others during
class, leaving class early, talking on cell phones, etc. Data from a survey of
undergraduate students revealed that students who possessed a consumerism
orientation, narcissistic tendencies and viewed uncivil behaviors as appropriate were
more likely to engage in such behaviors. Additionally, females and students planning to
attend graduate school were less likely to engage in uncivil conduct. Suggestions for
minimizing uncivil classroom behavior are provided. [ABSTRACT FROM AUTHOR];
Copyright of College Student Journal is the property of Project Innovation, Inc. and its
content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission. However, users may print, download, or
email articles for individual use. This abstract may be abridged. No warranty is given
about the accuracy of the copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all Abstracts.)
Oblinger, J. L. (2006). Ensuring students' success. EDUCAUSE Review, 41(3), 10-11.
Retrieved from http://www.educause.edu/apps/er/erm06/erm063.asp;
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2ad1a58ba02a&fmt=C
James L. Oblinger, Chancellor of North Carolina State University, argues that higher
education must continually evolve new methods of teaching and learning to support
students' lifelong skills and impending careers. Part of ensuring students' success lies in
finding alternative learning models, such as the Student-Centered Activities for Large
Enrollment Undergraduate Programs (SCALE-UP) Project, designed by Dr. Robert
Beichner at North Carolina (NC) State. Intended to boost students' success in largeenrollment science classes, SCALE-UP utilizes technology to integrate lab work and
lectures to engage students in collaborative, hands-on learning. SCALE-UP demonstrates
that creative instructional strategies that engage students increase their interest and
their success. Educators must accept that today's students are self-learners who will
learn on their own. Students also learn well in peer-to-peer situations, such as that
exemplified at NC State, where women science and engineering students live and study
together through the WISE (Women in Science and Engineering) program. Oblinger
states that educators in higher education must not focus on their own institutions in
isolation, but must improve and support education from kindergarten through graduate
school. Faculty and students from across our campuses can participate in programs in
local schools. Higher education must also focus on training more qualified teachers,
particularly in such disciplines as science, technology, engineering, and math, as well as
supporting those teachers who are already in the classroom. (Contains 2 notes.) (ERIC)
Offerdahl, E., Baldwin, T., Elfring, L., Vierling, E., & Ziegler, M. (2008). Reading questions in
large-lecture courses: Limitations and unexpected outcomes. Journal of College Science
Teaching, 37(4), 43-47. Retrieved from HTML:
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3eb7d97bdf60&fmt=P
In an effort to encourage students to read prior coming to class, instructors experiment
with new instructional strategies. It is sometimes difficult to anticipate limitations of a
strategy within particular classroom environments, or to predict positive side effects for
students. This paper describes a team of biochemistry instructors' experiences with a new
instructional strategy, reading questions, within their large-enrollment biochemistry
courses. Reprinted by permission of the publisher.
Oliver, R. (2006). Exploring a technology-facilitated solution to cater for advanced students in
large undergraduate classes. Journal of Computer Assisted Learning, 22(1), 1-12.
Retrieved from http://www.blackwell-synergy.com/doi/abs/10.1111/j.1365-2729
.2006.00155.x;
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bdcba58a5c86&fmt=C
Often with large classes of students it is difficult to cater for individual needs. Large
classes hold many students, some of whom may be under-prepared for the course they
are taking and some who will already have a high degree of familiarity with much of the
planned content and learning outcomes. In catering for the diversity of students, teachers
often teach to the lowest common denominator, catering for the former, but failing to
provide a challenging and fulfilling learning programme for the latter. This paper
describes a project undertaken in an Australian university where students enrolled in a
large class were provided with the opportunity and incentive to undertake a technologyfacilitated individual authentic learning project in place of the more structured coursework
pathway. The purpose of the activity was to enable advanced students to extend their
learning through an independent project. An inquiry was undertaken to explore the
effectiveness of such an approach as a means to cater for diversity in the cohort and to
investigate the factors influencing the learning outcomes that were achieved. (Author)
Orr, A. (2009). Inclusive postsecondary strategies for teaching students with learning
disabilities: A review of the literature. Learning Disability Quarterly, 32(3), 181-196.
Retrieved from Full Text HTML Full Text PDF Record in process HTML:
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60cb9c1b53eb&fmt=P
One out of every 11 postsecondary undergraduates report having a disability, and
students with learning disabilities are the largest and fastest growing subgroup of this
population. Although faculty are becoming more comfortable with providing students with
learning disabilities accommodations as mandated by federal law, many instructors are
using inclusive teaching strategies to better meet the needs of all students. Principles of
universal design, borrowed from architecture and manufacturing, are increasingly
influential on postsecondary pedagogy. This review of the literature examined 38
research-based articles related to universal design and inclusive practice at the
postsecondary level. Five primary themes are identified and discussed in relation to their
supporting literature: backward design, multiple means of presentation, inclusive
teaching strategies and learner supports, inclusive assessment, and instructor
approachability and empathy. Reprinted by permission of the publisher.
Owens, L. (2006). Teacher radar the view from the front of the class. JOPERD: The Journal of
Physical Education, Recreation & Dance, 77(4), 29-33. Retrieved from
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e&db=aph&AN=20548369&site=ehost-live
This article focuses on classroom management and discipline. Some teachers are able to
maintain class control while others are unable to do so. Students cannot learn without
class control. Teachers may burn out and leave the profession due to the absence of class
control. and class discipline. The objective of this article is to help teachers enhance
student learning and the learning environment by developing class control. The ability to
manage and motivate students is essential to effective teaching. Teachers must have the
ability to deliver the study content, monitor class behavior, give feedback to the class,
and motivate students to learn. Novice teachers may worry about not accomplishing their
objectives which can distract them from the more important issues of class management
and control. Teachers must have the ability to be alert to everything that is happening.
They should make good decisions about what to respond to and what to ignore. They are
also required to develop relationships with all students in order to enhance their learning.
When students realize that their teachers are not paying attention, they are more likely
to engage in potentially dangerous behaviors.
Parameswaran, A. (2007). Student dishonesty and faculty responsibility. Teaching in Higher
Education, 12(2), 263-274. doi:10.1080/13562510701192073
I ask the question, 'Are faculty who allow dishonesty morally responsible for their
students' actions?' By 'allow' I mean ignoring dishonest actions or designing courses in
ways that facilitate these actions. I answer this question via a discussion of four issues:
normative expectations, doing versus allowing, unavoidable action, and consequentialism.
I conclude that faculty who allow dishonesty are morally responsible for their students'
actions; only the degree of moral responsibility varies from case to case. [ABSTRACT
FROM AUTHOR]; Copyright of Teaching in Higher Education is the property of Routledge
and its content may not be copied or emailed to multiple sites or posted to a listserv
without the copyright holder's express written permission. However, users may print,
download, or email articles for individual use. This abstract may be abridged. No warranty
is given about the accuracy of the copy. Users should refer to the original published
version of the material for the full abstract. (Copyright applies to all Abstracts.)
Pare, D. E., & Joordens, S. (2008). Peering into large lectures: Examining peer and expert
mark agreement using peerScholar, an online peer assessment tool. Journal of Computer
Assisted Learning, 24(6), 526-540. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ816087&site=ehostlive; http://www.blackwell-synergy.com/doi/abs/10.1111/j.1365-2729.2008.00290.x
As class sizes increase, methods of assessments shift from costly traditional approaches
(e.g. expert-graded writing assignments) to more economic and logistically feasible
methods (e.g. multiple-choice testing, computer-automated scoring, or peer
assessment). While each method of assessment has its merits, it is peer assessment in
particular, especially when made available online through a Web-based interface (e.g. our
peerScholar system), that has the potential to allow a reintegration of open-ended writing
assignments in any size class--and in a manner that is pedagogically superior to
traditional approaches. Many benefits are associated with peer assessment, but it was the
concerns that prompted two experimental studies (n = 120 in each) using peerScholar to
examine mark agreement between and within groups of expert (graduate teaching
assistants) and peer (undergraduate students) markers. Overall, using peerScholar
accomplished the goal of returning writing into a large class, while producing grades
similar in level and rank order as those provided by expert graders, especially when a
grade accountability feature was used.
Parker, R. E., Bianchi, A., & Cheah, T. Y. (2008). Perceptions of instructional technology:
Factors of influence and anticipated consequences. Journal of Educational Technology &
Society, 11(2), 274-293. Retrieved from
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e&db=aph&AN=32580404&site=ehost-live
The use of instructional technologies such as PowerPoint ™ and WebCT ™ are nearly
ubiquitous in contemporary college classrooms. The literature is rich with ideas about the
transformative powers of technology. What is less understood is how users perceive
technology and its effects on classroom dynamics such as student attendance and
participation as well as student learning. The literature offers neither an empirical nor
rhetorical consensus about the efficacy of classroom technology. This study explores
perceptions about the effects of two commonly used technologies through surveys of
faculty (n= 485) and students (n= 3145) at a large, public university. Results indicate
that individual factors such as gender, grade point average, class/faculty rank, and length
of tenure influence orientation toward technology. Results indicate student and faculty
differ in their perceptions of the impact of technology on student attendance, class
discussion, and connections between students. We explore potential reasons for these
differences and how they provide clues for improving the usefulness of technology in
meeting learning objectives for all students. [ABSTRACT FROM AUTHOR]; Copyright of
Journal of Educational Technology & Society is the property of International Forum of
Educational Technology & Society (IFETS) and its content may not be copied or emailed
to multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Paulsel, M. L., Chory-Assad, R., & Dunleavy, K. N. (2005). The relationship between student
perceptions of instructor power and classroom justice. Communication Research Reports,
22(3), 207-215. doi:10.1080/00036810500207030
The study investigated the relationships between student perceptions of instructor power
and classroom justice. Partial correlations controlling for student grade expectations
indicated that student perceptions of their instructors’ use of coercive, legitimate,
referent, and expert power were related to perceptions of fairness in the classroom.
Student perceptions of instructor use of reward power were not related to perceptions of
any type of classroom justice. [ABSTRACT FROM AUTHOR]; Copyright of Communication
Research Reports is the property of Eastern Communication Association and its content
may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission. However, users may print, download, or
email articles for individual use. This abstract may be abridged. No warranty is given
about the accuracy of the copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all Abstracts.)
Pounder, J. S. (2008). Transformational classroom leadership: A novel approach to evaluating
classroom performance. Assessment & Evaluation in Higher Education, 33(3), 233-243.
doi:10.1080/02602930701292621
In higher education, student evaluation of teaching is widely used as a measure of an
academic's teaching performance despite considerable disagreement as to its value. This
paper begins by examining the merit of teaching evaluations with reference to the factors
influencing the accuracy of the teaching evaluation process. One of the central
assumptions on which student evaluation of teaching is based is that there is a
relationship between student achievement and student rating of teachers. However, the
findings of the majority of studies do not support this assumption. The absence of a
strong link between student achievement and teaching evaluations suggests that there is
scope for examining other approaches to measuring effective classroom dynamics. This
paper presents such an approach based on the notion of transformational classroom
leadership. [ABSTRACT FROM AUTHOR]; Copyright of Assessment & Evaluation in Higher
Education is the property of Routledge and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Prather, E. E., & Brissenden, G. (2009). Clickers as data gathering tools and students'
attitudes, motivations, and beliefs on their use in this application. Astronomy Education
Review, 8(1), 010103-1?010103-10. Retrieved from
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e&db=eric&AN=EJ845817&site=ehost-live; http://dx.doi.org/10.3847/AER2009004
Members of the Center for Astronomy Education (CAE) and the Conceptual Astronomy
and Physics Education Research (CAPER) Team at the University of Arizona have
conducted a systematic investigation into the use of wireless, electronic personal
response systems (PRS), more commonly known as "clickers," to gather research data in
the large enrollment introductory astronomy course for nonscience majors (Astro 101).
We describe a study and data, which support the assertion that clickers can be used as a
data gathering tool for conducting "real-time" research on student learning in the
classroom setting. We also present data suggesting that students believe the use of
clickers (1) is beneficial to their understanding of course concepts; (2) contributes to
improving their exam grades; and (3) increases their interest in course topics "even"
when the clickers are being used solely as research data gathering tools rather than the
more traditional application in which clickers are used as an instructional device to gather
student votes as part of Think-Pair-Share (TPS) or Peer Instruction (PI). Additionally, we
offer a description of our classroom observations, which suggests that the use of colorcoded A, B, C, D, E voting cards for gathering student answers in class may hold greater
pedagogical value and provide a greater potential to gather accurate research results
than do the use of clickers or Scantron[TM] forms. (Contains 3 tables and 1 figure.)
Pricer, W. F. (2008). At issue: Classroom management and safety, an annotated bibliography.
Community College Enterprise, 14(1), 31-47. Retrieved from
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e&db=eric&AN=EJ837455&site=ehost-live; http://www.schoolcraft.edu/cce/
In the wake of the horrific shootings at Virginia Tech and Northern Illinois University,
many colleges and universities have begun to reexamine and reevaluate classroom
management strategies and practices. Several institutions have taken additional steps to
try to deal with the issue of physical safety in the classroom. This article presents an
annotated bibliography that identifies several classroom management strategies and best
practices. The article also contains webliographies of resources relating to classroom
management strategies, student incivility and physical safety. In addition, web addresses
are provided to several faculty teaching manuals and tutorials which offer practical advice
in dealing with classroom management. The resources in this annotated bibliography
have been collected as sources of information to help educators deal with current critical
issues.
Randolph, J. J. (2007). Meta-analysis of the research on response cards: Effects on test
achievement, quiz achievement, participation, and off-task behavior. Journal of Positive
Behavior Interventions, 9(2), 113-128. Retrieved from Full Text HTML Full Text PDF
HTML:
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3cbb5758a4e0&fmt=H PDF:
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3cbb5758a4e0&fmt=P
In this meta-analysis, the author analyzed 18 response card articles, theses, or
dissertations to determine the magnitude of effect that response card strategies have on
test achievement, quiz achievement, class participation, and intervals of off-task
behavior. The author also determined whether the type of response cards used or the
presence or absence of ceiling effects had a differential effect on study outcomes. Using
the traditional method of hand raising as a control condition, he found that response
cards have large, statistically significant effect sizes for test achievement, quiz
achievement, participation, and reduction in intervals of disruptive behavior. No
significant difference was found between types of response cards used. Although the
difference was not statistically significant, studies with ceiling effects had, on average,
effect sizes that were notably lower than studies without ceiling effects. Place of
publication, type of publication, and sample size were not significant moderators of effect
sizes for academic achievement. Reprinted by permission of the publisher.
Rettinger, D. A., & Kramer, Y. (2009). Situational and personal causes of student cheating.
Research in Higher Education, 50(3), 293-313. doi:10.1007/s11162-008-9116-5
The causes of students’ academic dishonesty behavior were explored using survey and
experimental vignette methods. Participants were surveyed about their own cheating
behavior, neutralizing attitudes, performance/mastery orientation and perceptions of peer
attitudes and behavior. As predicted, neutralizing attitudes influenced cheating behavior
directly, but also indirectly, increasing the effect of individual attitudes. Observing others
cheating was strongly correlated with one’s own cheating behavior. These variables are
also shown to have different effects on exam cheating and plagiarism and cases of giving
and receiving unauthorized information. Correlations were tested using experimental
vignette methods, which supported the claims made from survey data. [ABSTRACT FROM
AUTHOR]; Copyright of Research in Higher Education is the property of Springer Science
& Business Media B.V. and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's express written permission. However,
users may print, download, or email articles for individual use. This abstract may be
abridged. No warranty is given about the accuracy of the copy. Users should refer to the
original published version of the material for the full abstract. (Copyright applies to all
Abstracts.)
Rodriguez, D. (2009). The usual suspect: Negotiating white student resistance and teacher
authority in a predominantly white classroom. Cultural Studies/Critical Methodologies,
9(4), 483-508. doi:10.1177/1532708608321504
Both feminist and critical pedagogues have addressed how students can critically analyze
social structures and have complicated teacher students interaction, as well as issues of
subjectivity and multiculturalism. Despite the many contributions by such scholars, most
studies have failed to address the professor's racial/ethnic identity. More specifically,
liberatory pedagogues do not consider the racialized and gendered teacher, failing to
problematize issues of power and authority when dealing with teachers of color. In this
article, the author uses autoethnography and critical race theory as frameworks to
understand her experiences as a Latina professor when "being held suspect" and dealing
with White student resistance. Being held suspect for being the Other, she addresses how
to negotiate power and authority as a female faculty of color, offering strategies in
dealing with color-blind ideology, White privilege, and White racism in the academy.
[ABSTRACT FROM AUTHOR]; Copyright of Cultural Studies/Critical Methodologies is the
property of Sage Publications Inc. and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Rowland, M. L. (2009). Faculty incivility: The rise of the academic bully culture and what to do
about it. Adult Education Quarterly, 59(4), 355-357. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=43927331&site=ehost
-live
This article reviews the book "Faculty Incivility: The Rise of the Academic Bully Culture
and What to Do About It," by D. Twale and B. DeLuca.
Ryan, G. J., Marshall, L. L., Porter, K., & Jia, H. (2007). Peer, professor and self-evaluation of
class participation. Active Learning in Higher Education, 8(1), 49-61.
doi:10.1177/1469787407074049
The purpose of this project was to determine the validity of peer and self-evaluations of
class participation compared to professors' class participation grades. Students (N = 96)
evaluated themselves and their classmates on class participation on a four-point scale
and students were required to assign grades in a normalized distribution. Relative to
faculty evaluations, the bias and precision of the peer grades were 0.48 points and 36.3
per cent (p < 0.05) and self-evaluations scores were -0.48 and 77.5 per cent (p <
0.05).There was no correlation between a student's grade point average and his/her
opinion of this process (R = 0.02). Students did not like peer assessment using forced
distribution of grades. [ABSTRACT FROM AUTHOR]; Copyright of Active Learning in
Higher Education is the property of Sage Publications, Ltd. and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use. This abstract may be abridged. No warranty is given about the accuracy of
the copy. Users should refer to the original published version of the material for the full
abstract. (Copyright applies to all Abstracts.)
Sabee, C. M., & Wilson, S. R. (2005). Students' primary goals, attributions, and facework
during conversations about disappointing grades. Communication Education, 54(3), 185204. Retrieved from
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l?recid=0bc05f7a67b1790e42d70f679a2de01025ce2533cacd38085be11b55141e4039ea4
1a7cbae3a7c2f&fmt=C
Students talk with teachers about disappointing grades for different reasons, and the way
students frame such interactions has consequences for how those interactions are likely
to unfold. To explore students' primary goals in such interactions, 234 undergraduates
reported on a recent conversation with an instructor about a lower-than-desired grade.
Three different primary goals (learning, persuading, and fighting) initially were
postulated, and a fourth (impressing) emerged from students' responses. Differences in
students' primary goals for talking with their instructors were related to the attributions
that they made for the low grade as well as to different face-threatening acts and
politeness strategies they enacted during the interaction with their instructor. Findings
illustrate how the primary goal framework can be extended into the instructional
communication context, reveal that primary goals are not necessarily instrumental, and
suggest that instructors would benefit from learning how to diagnose and negotiate with
students about primary goals. Reprinted by permission of the publisher.
Schmelkin, L. P., Gilbert, K., Spencer, K. J., Pincus, H. S., & Silva, R. (2008). A
multidimensional scaling of college students' perceptions of academic dishonesty. Journal
of Higher Education, 79(5), 587-607. Retrieved from
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e&db=aph&AN=34150288&site=ehost-live
This article presents research on the prevalence and perception of academic dishonesty.
Studies have shown that academic dishonesty remains high despite efforts at reduction.
Previous research has indicated how differing definitions of dishonesty contributes to its
prevalence. The authors chose to employ a multidimensional scaling method to evaluate
student perceptions. Responses were divided along a continuum of seriousness and
compared to faculty perceptions. This builds upon the research of the authors.
Schrodt, P., Witt, P. L., Myers, S. A., Turman, P. D., Barton, M. H., & Jernberg, K. A. (2008).
Learner empowerment and teacher evaluations as functions of teacher power use in the
college classroom. Communication Education, 57(2), 180-200. Retrieved from
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e&db=eric&AN=EJ786650&site=ehost-live;
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/036345207018403
03
This study tested two theoretical models of learner empowerment as a potential mediator
of teacher power use and students' ratings of instruction. Participants included 1,416
undergraduate students from four different institutions in the United States. Results of
structural equation modeling provided more support for the partial mediation model than
for the full mediation model, though in the final structural model, learner empowerment
failed to mediate the influence of teacher power use on students' ratings of instruction.
Instead, referent, reward, and legitimate power accounted for 66% of the variance in
learner empowerment, while referent, expert, and coercive power accounted for 80% of
the variance in teacher evaluations. Referent power emerged as the only form of power
that predicted both empowerment and evaluations. (Contains 5 figures and 1 table.)
Schwabenland, C. (2009). An exploration of the use of disruption as a pedagogic intervention.
Educational Action Research, 17(2), 293-309. doi:10.1080/09650790902914258
This article describes a journey of exploration in which I take a hitherto unexamined
aspect of my teaching practice, the use of disruption, and subject it to interrogation. The
journey is an exercise in auto-ethnographic research in that I am my own subject,
located within the context of the classroom. My purpose is to surface the beliefs that
underpin this pedagogic strategy and to locate it within theories of teaching and learning
in higher education, so that that which is known but not yet thought becomes available
for reflection and challenge. The article is structured in such a way as to trace the
thought processes that shaped the direction of the journey; it follows a logic dictated by
the heuristics of recognition and association. Throughout the journey I draw on students'
reflective reports to illustrate my conclusions that disruption is a metaphorical strategy
that uses associative logic to promote transformations in students' underlying belief
systems and is an artefact of a relativist ontology. It assumes a political stance about the
challenging of power relationships and of collusion. I conclude by identifying some ethical
issues that are raised by this teaching strategy. I highlight the importance of a
relationship of trust between teacher and student that is based on a shared commitment
to each other's potentiality. [ABSTRACT FROM AUTHOR]; Copyright of Educational Action
Research is the property of Routledge and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Scornavacca, E., Huff, S., & Marshall, S. (2009). Mobile phones in the classroom: If you can't
beat them, join them. Communications of the ACM, 52(4), 142-146. Retrieved from
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e&db=aph&AN=37295796&site=ehost-live
The article discusses the adoption and application of the short-message-services (SMS)
technology on mobile phones to improve large-class interactivity. The results and impact
of the adoption of such technology on the learning experiences of 1,200 students in an
undergraduate class is assessed. While the traditional lecture theater allow universities a
cost effective means of teaching students, such an environment sacrifices efficient and
easy student feedback. Topics include the use of classroom feedback systems (CFSs) and
improved teacher awareness of student difficulties.
Seidman, A. (2005). The learning killer: Disruptive student behavior in the classroom. Reading
Improvement, 42(1), 40-46. Retrieved from Full Text HTML Full Text PDF HTML:
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A recent survey examining student learning in the college classroom found disruptive
student behavior to be a major learning inhibitor. Compounding this is the realization that
most college faculty are ill prepared to handle this problem. This article discusses the
results of the survey as well as identifies the various types of disruptive behavior that
college faculty are likely to find. Some behaviors are covert (sleeping, arriving to class
late, etc.) while others are more apparent and overt (talking during class and using
cellular phones). Potential solutions to the problem are also discussed. Perhaps most
important, however, is the impact disruptive students can have on student retention. An
unsatisfactory learning environment has been linked to students leaving a university
early. It is therefore imperative that faculty and administrators alike be both proactive
and reactive here. Reprinted by permission of the publisher.
Selwyn, N. (2008). A safe haven for misbehaving? an investigation of online misbehavior
among university students. Social Science Computer Review, 26(4), 446-465. Retrieved
from
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e&db=aph&AN=34761743&site=ehost-live
Although considerable academic interest has focused on serious cyber-crimes, more
commonplace Internet misuses (e.g., misrepresentation of self, unauthorized
downloading, Internet pornography, online plagiarism, and other "cyber-cheating") have
received less attention. Although these transgressions are of minor legal importance, they
merit closer academic scrutiny. Based on a self-report study of 1,222 U.K. undergraduate
students, this article explores the prevalence, nature, and underpinning facilitators of five
examples of Internetbased misbehavior. Although more than 90% of respondents selfreported online misbehavior during the past 12 months, significant differences are
evident in gender, Internet expertise, and, to a lesser extent, age. Although respondents
portrayed the Internet as a more conducive environment for misbehavior, the survey
data report a strong correlation between respondents' propensity to misbehave in online
and offline contexts. These data highlight the need to contextualize cyber-deviance in
relation to the offline "life world" of the Internet user and the Internet's wider role in
everyday life. [ABSTRACT FROM AUTHOR]; Copyright of Social Science Computer Review
is the property of Sage Publications Inc. and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Shapiro, A. (2009). An empirical study of personal response technology for improving
attendance and learning in a large class. Journal of the Scholarship of Teaching and
Learning, 9(1), 13-26. Retrieved from ERIC Full Text PDF:
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22cb374b2511&fmt=P
Student evaluations of a large General Psychology course indicate that students enjoy the
class a great deal, yet attendance is low. An experiment was conducted to evaluate a
personal response system as a solution. Attendance rose by 30% as compared to extra
credit as an inducement, but was equivalent to offering pop quizzes. Performance on test
items targeted by in-class questions rose by an average of 21% while control test
questions rose by only 3%. The effect is seen in both factual and conceptual test items.
Two theories that may explain the effect are discussed. (Contains 2 figures and 3
footnotes.) (As Provided)
Sitthiworachart, J., & Joy, M. (2008). Computer support of effective peer assessment in an
undergraduate programming class. Journal of Computer Assisted Learning, 24(3), 217231. Retrieved from
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e&db=eric&AN=EJ793717&site=ehost-live; http://dx.doi.org/10.1111/j.13652729.2007.00255.x
Active learning is considered by many academics as an important and effective learning
strategy. Assessment is integrated in learning as a tool for learning, but traditional
assessment methods often encourage surface learning (passive learning) rather than
deep learning (active learning). Peer assessment is a method of motivating students,
involving students discussing, marking and providing feedback on other students' work,
and is one of the successful approaches which can be used to enhance deep learning.
Students are required to think critically about what they are learning during the peer
assessment process. Tutors' marking is usually accepted as reliable, but student peers'
marking in a peer assessment process is suspect. As part of a study investigating
whether peer assessment can be an accurate assessment method in a computer
programming course, a novel web-based peer assessment tool has been developed. In
this paper, we describe the tool and report the results of evaluating the tool through
experiments involving large programming classes. The results suggest that computermediated peer assessment is a valuable assessment approach which promotes active
learning and is an accurate assessment method in a programming course.
Smith, C. W. (2006). Synchronous discussion in online courses: A pedagogical strategy for
taming the chat beast. Innovate: Journal of Online Education, Retrieved from
http://www.innovateonline.info/index.php?view=article&id=246;
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2d8b89c107a94&fmt=C
Many online classes use synchronous communication--chat--as a way to conduct class
discussion. However, chat can quickly disintegrate into nonproductive chaos if allowed to
flow unchecked. The tools provided by course management systems such as Blackboard
provide one solution to this problem by allowing instructors to grant or deny access to
individuals asking to participate in a chat. While such a procedure can help provide
structure to chat sessions, it may compromise the vitality of such sessions by forcing the
instructor to serve as a monitor rather than a participant. As an alternative, Craig Smith
has developed his own protocol governing chat etiquette. He uses multiple techniques to
replace both the verbal and nonverbal cues that are missing in an online chat; as these
techniques essentially allow participants to self-monitor their roles in the discussion
rather than being monitored by the instructor, they allow for a greater balance between
structure and spontaneity in chat sessions. Feedback from his students and guest
speakers indicates that after a brief period of adjustment, chat sessions were easier to
follow and were far more productive using this system of guidelines. Smith clearly
outlines his protocol and provides an example of a class discussion using his chat
etiquette. (Contains 1 exhibit.) (As Provided)
Song-Turner, H. (2008). Plagiarism: Academic dishonesty or "blind spot" of multicultural
education? Australian Universities Review, 50(2), 39-50. Retrieved from
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e&db=eric&AN=EJ824687&site=ehost-live
One of the issues facing universities operating in a range of market situations and
contexts is that of plagiarism. Different universities have taken different approaches in
dealing with this issue. In an Australian university context, this issue is of particular
concern, given the large numbers of overseas students studying in Australia, and offshore
in Australian administered programmes such as in China and India. It is also an issue in a
climate where students increasingly see themselves as consumers with increased rights,
power, status and legal standing (Onsman, 2008). Students from a number of countries
were interviewed for this paper, to identify their own views about plagiarism. The study
found that there were several reasons why students tended to plagiarise and these
included challenges of language, skill and respect for "the foreign expert". What emerges
from this paper is a complex and at times confusing web of perceptions and attitudes
towards plagiarism. These pose a significant set of challenges for foreign universities
developing and delivering programmes in a range of markets, particularly in locations
such as Australia, where the importance and value of attracting, supporting--and, indeed,
understanding--foreign students, has tended to underpin many university marketing
efforts. (Contains 3 tables and 1 diagram.)
Steel, C. (2009). Reconciling university teacher beliefs to create learning designs for LMS
environments. Australasian Journal of Educational Technology, 25(3), 399-420. Retrieved
from http://www.ascilite.org.au/ajet/ajet25/steel.pdf;
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5ca79c258ca9&fmt=C
Learning management systems (LMS) serve as the primary online technology for student
learning in many universities. Although they are only one "solution", they are often
regarded as all encompassing. How university teachers reconcile their beliefs about such
technologies with their pedagogical beliefs remains a relatively unexplored area. This
study draws on three cases from various disciplines to uncover faculty beliefs about the
roles, affordances and limitations of these technologies and how each teacher adapted
these to their learning designs within an LMS environment. The overall aim is to reveal
the relationship between teacher beliefs and learning designs for web technologies such
as LMS. This research contributes to the conceptual understandings that underpin faculty
teacher development for technology integration. It provides insightful accounts of the
kinds of teacher beliefs that underlie effective learning designs for quite large classes.
The resultant stories themselves hold great potential to promote reflection and discourse
on the use of technologies in university teaching. (Contains 1 table and 6 figures.) (As
Provided)
Sternberg, R. J. (2009). A new model for teaching ethical behavior. Chronicle of Higher
Education, 55(33), B14. Retrieved from
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e&db=eric&AN=EJ841253&site=ehost-live; http://chronicle.com/archive
One can scarcely open the newspaper without finding examples of smart, well-educated
people who have behaved in ethically challenged ways. What is frightening about ethical
lapses is not that they happen to the ethically outrageous but that they can sneak up on
just about everyone. An informal classroom "experiment" recently performed by this
author illustrates that slippery slope. That experience reminded him how hard it is to
translate theories of ethics, and even case studies, into practice. The students had read
about ethics in leadership, heard about ethics in leadership from a variety of real-world
leaders, discussed ethics in leadership, and then apparently totally failed to recognize or
at least speak out against unethical behavior when it stared them in the face. Moreover,
these were students who by conventional definitions would be classified as gifted. Why is
it so hard to translate theory into practice, even after one has studied ethical leadership
for several months? In 1970, Bibb Latane and John Darley opened up a new field of
research on bystander intervention. They showed that, contrary to expectations,
bystanders intervene when someone is in trouble only in very limited circumstances.
Drawing in part on Latane and Darley's model of bystander intervention, the author has
constructed a model of ethical behavior that applies to a variety of ethical problems. The
model's basic premise is that ethical behavior is far harder to display than one would
expect simply on the basis of what we learn from parents, school, and religious training.
To intervene, to do good, individuals must go through a series of steps, and unless all of
the steps are completed, people are not likely to behave ethically, regardless of the ethics
training or moral education they have received and the level of other types of relevant
skills they might possess, such as critical or creative thinking. The author offers eight
steps of behaving ethically and describes how his students responded, or did not respond,
to the ethical challenge he presented.
Straits, W. (2007). "She's teaching me": Teaching with care in a large lecture course. College
Teaching, 55(4), 170-175. Retrieved from
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-live
Whereas often emphasized in teaching children, the role of caring has been largely
ignored in postsecondary education. This study shares college students' perspectives of
instructor caring within a large biology lecture course. Within this context caring was
perceived as both learning centered, which emphasizes content mastery and higher-order
thinking, and learner centered, which emphasizes mutually trusting and respectful
relationships and learners as individuals. Many factors were found to indicate caring (e.g.,
getting to know students, welcoming student questions, offering multiple learning
opportunities and resources) and their combined use led to increased student motivation
and learning. [ABSTRACT FROM AUTHOR]; Copyright of College Teaching is the property
of Heldref Publications and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's express written permission. However,
users may print, download, or email articles for individual use. This abstract may be
abridged. No warranty is given about the accuracy of the copy. Users should refer to the
original published version of the material for the full abstract. (Copyright applies to all
Abstracts.)
Sturges, D., Maurer, T. W., & Cole, O. (2009). Understanding protein synthesis: A role-play
approach in large undergraduate human anatomy and physiology classes. Advances in
Physiology Education, 33(2), 103-110. Retrieved from
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This study investigated the effectiveness of role play in a large undergraduate science
class. The targeted population consisted of 298 students enrolled in 2 sections of an
undergraduate Human Anatomy and Physiology course taught by the same instructor.
The section engaged in the role-play activity served as the study group, whereas the
section presented with a traditional lecture served as the control group. A
pretest/posttest assessment and a survey were administered to both sections and used in
data analysis. In addition, overall test scores and item analysis were examined. The
analysis revealed that participants in both groups improved significantly from pretest to
posttest, but there were no significant differences between the groups in posttest scores.
Neither group showed a significant change from posttest to the exam. However, there
was a moderate positive effect on engagement and satisfaction survey questions from
being in the study group (based on 255 total surveys returned by both groups). The roleplay activity was at least as effective as the lecture in terms of student performance on
the above-mentioned assessments. In addition, it proved successful in engaging students
in the learning process and increasing their satisfaction. (Contains 1 footnote and 5
tables.)
Sullivan, R. (2009). Principles for constructing good clicker questions: Going beyond rote
learning and stimulating active engagement with course content. Journal of Educational
Technology Systems, 37(3), 335-347. Retrieved from
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Clickers are also referred to as classroom response systems. They are small-handheld
electronic devices that resemble a television remote control, used by students to respond
to questions posed by instructors. Typically, questions are provided to students using
electronic on-screen presentations. Results of students' responses can be immediately
displayed. This display of students' responses allows instructors to gauge the level of
understanding of their students, and allows students to reflect on their knowledge of the
concept at hand. This gives instructors and students immediate feedback regarding
students' knowledge. The use of clickers engages students to actively participate in class
sessions. Using a classroom response system makes students accountable, and requires
them to respond to questions posed during class. This article will describe tips and
techniques to assist instructors to develop effective questions that can be used in
conjunction with classroom response systems. The development of effective questions
determines the outcome of whether or not the use of a classroom response system is a
useful teaching tool. At first impression, one might think that having students respond to
multiple-choice questions inspires a rote-learning environment. If instructors take the
time and put forth effort to fully consider the best ways to implement clicker driven
questions that target higher levels of learning, then classroom response systems can
become a very effective learning tool. (Contains 2 figures and 4 tables.)
Summers, J. J., Bergin, D. A., & Cole, J. S. (2009). Examining the relationships among
collaborative learning, autonomy support, and student incivility in undergraduate
classrooms. Learning & Individual Differences, 19(2), 293-298.
doi:10.1016/j.lindif.2008.09.006
Abstract: In response to the general perception among college faculty that student
incivility is an increasing problem, we investigated ways in which collaborative learning
and autonomy support are related to incivility. After collecting survey data from college
faculty and their students, we conducted a path analysis to test the mediating effects of
peer interaction for students'' perception of autonomy support and incivility in different
collaborative learning contexts. Results showed that student perceptions of autonomy
support positively predicted instructor intolerance of incivility in classes that used formal
and informal group work, with social learning acting as a significant mediator for formal
groups only. Classroom community negatively predicted intolerance of incivility for
informal groups. Suggestions for future research are discussed. [Copyright 2009
Elsevier]; Copyright of Learning & Individual Differences is the property of Elsevier
Science Publishing Company, Inc. and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Teven, J. J., & Herring, J. E. (2005). Teacher influence in the classroom: A preliminary
investigation of perceived instructor power, credibility, and student satisfaction.
Communication Research Reports, 22(3), 235-246. doi:10.1080/00036810500230685
The purpose of this study was to examine the relationships between perceived teacher
power, teacher credibility, and student satisfaction. Respondents were 67 undergraduate
students (30 males and 37 females) enrolled in Communication classes at a southwestern
university. Students’ perceptions of their teachers’ expert, referent and reward power use
were found to be positively related to their perceptions of their teachers’ competence,
caring, and trustworthiness. Teacher power use contributed to the prediction of a
significant amount of variance in teacher credibility. Additionally, student satisfaction was
positively and significantly related to both teacher referent power and expert power.
Surprisingly, students’ perceptions of coercive power were not significantly and negatively
related to student satisfaction. Implications, limitations and suggestions for future
research are discussed. [ABSTRACT FROM AUTHOR]; Copyright of Communication
Research Reports is the property of Eastern Communication Association and its content
may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission. However, users may print, download, or
email articles for individual use. This abstract may be abridged. No warranty is given
about the accuracy of the copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all Abstracts.)
Tonkes, E. J., Isaac, P. S., & Scharaschkin, V. (2009). Assessment of an innovative system of
lecture notes in first-year mathematics. International Journal of Mathematical Education
in Science & Technology, 40(4), 495-504. doi:10.1080/00207390902759592
Lectures are a familiar component in the delivery of mathematical content. Lecturers are
often challenged with presenting material in a manner that aligns with the various
learning styles and abilities within a large class. Students complain that the old-fashioned
lecture style of copying notes from a board hinders the learning process, as they simply
concentrate on writing. In recent times, distributing elaborate lecture notes has become a
widespread alternative, but has its own problems, alienating the audience with lack of
participation. The authors have developed a system of lecture notes, we call partially
populated lecture notes, that have enjoyed success with students and addressed these
difficulties. [ABSTRACT FROM AUTHOR]; Copyright of International Journal of
Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd
and its content may not be copied or emailed to multiple sites or posted to a listserv
without the copyright holder's express written permission. However, users may print,
download, or email articles for individual use. This abstract may be abridged. No warranty
is given about the accuracy of the copy. Users should refer to the original published
version of the material for the full abstract. (Copyright applies to all Abstracts.)
Vandehey, M., Diekhoff, G., & LaBeff, E. (2007). College cheating: A twenty-year follow-up
and the addition of an honor code. Journal of College Student Development, 48(4), 468480. Retrieved from
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This study examines university students' behaviors, attitudes, and beliefs related to
academic dishonesty using data collected in 1984, 1994, and 2004. It also evaluates the
potential influence of the student honor code on cheating by examining differences in
perceptions of the honor code among cheaters and noncheaters. As was true in 1984 and
1994, cheating continues in 2004 to be self-reported by over one-half of the participants.
The authors found a significant increase in academic dishonesty from 54% in 1984 to
61% in 1994 (Diekhoff et al., 1996; Haines et al., 1986). In 2004, there was a
nonsignificant decrease in academic dishonesty to 57%. The findings largely support the
authors' hypothesis: some forms of cheating have increased during the last 20 years, but
other forms have declined. Unlike McCabe et al. (1999, 2001), who found honor codes to
be connected with lower levels of cheating, student awareness of an honor code with
broad university support did not reduce student cheating in this study. Noncheaters, as
compared to cheaters, are less likely to justify cheating, have higher rates of endorsing
the honor code, and are more impacted by guilt. (Contains 3 tables.)
Walker, J. D., Cotner, S. H., Baepler, P. M., & Decker, M. D. (2008). A delicate balance:
Integrating active learning into a large lecture course. CBE - Life Sciences Education,
7(4), 361-367. Retrieved from
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A lecture section of introductory biology that historically enrolled more than 500 students
was split into two smaller sections of approximately 250 students each. A traditional
lecture format was followed in the "traditional" section; lecture time in the "active"
section was drastically reduced in favor of a variety of in-class student-centered
activities. Students in both sections took unannounced quizzes and multiple-choice
exams. Evaluation consisted of comparisons of student survey responses, scores on
standardized teaching evaluation forms, section averages and attendance, and openended student comments on end-of-term surveys. Results demonstrate that students
perform as well, if not better, in an active versus traditional environment. However,
student concerns about instructor expectations indicate that a judicious balance of
student-centered activities and presentation-style instruction may be the best approach.
(Contains 4 tables and 2 figures.)
Wambuguh, O. (2008). Teaching large evening classes. Academe, 94(1), 47-50. Retrieved
from http://www.aaup.org/AAUP/pubsres/academe/2008/JF/default.htm;
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High enrollments, conflicting student work schedules, and the sheer convenience of oncea-week classes are pushing many colleges to schedule evening courses. Held from 6 to 9
pm or 7 to 10 pm, these classes are typically packed, sometimes with more than 150
students in a large lecture theater. How can faculty effectively teach, control, or even
simply keep awake the students in such classes, many of whom start their days very
early in the morning with family responsibilities? Evening classes bring special teaching
challenges. Evening students tend to interact socially more than day students,
necessitating frequent instructor interventions to maintain calm and order, and many
come to class overwhelmed, hungry, and tired. In addition, there are the usual
challenges: poor lighting conditions in many large lecture theaters; lack of, or poorquality, audiovisual equipment; and distractions caused by student electronic devices
such as cell phones, iPods, or laptops. Under such conditions, even the most ardent
instructor can become frustrated. In this article, the author shares four strategies that
maintain student engagement and interest throughout what might otherwise be a long
evening. (ERIC)
Wanous, M., Brian Procter, & Kinaz Murshid. (Mar2009). Assessment for learning and skills
development: The case of large classes. European Journal of Engineering Education, Vol.
34(Issue 1), p77-85.
It is widely accepted that assessment has a great influence on the quality of learning.
Assessment can be a powerful tool for improving students’ learning and motivation. It
also helps in developing a positive and supportive learning environment. The present
paper briefly outlines the original assessment arrangements for a cross-department
programme at the University of Bristol, Faculty of Engineering before describing the
process of reviewing these arrangements and designing a more developmental teaching,
learning and assessment framework. The programme is called Professional Studies (PS)
and has become compulsory for all six branches of Engineering taught at Bristol. The
total Engineering undergraduate population of around 800 students attends the PS course
every year. PS is crucial for Engineering degrees to be accredited by the respective
professional bodies, such as I. Mech. E., Inst. Civil Eng. and Inst. Aero. Eng. In addition
to teaching professional awareness, the PS course seeks to develop a range of
transferable personal skills, which are highly sought after by employers. This dual
objective has played a key part in shaping the way the PS course teaching, learning and
assessment strategy has been developed. Over three years, input from students,
academic staff across the six Engineering departments, the Engineering Council UK,
external examiners and prospective employers, has helped to adapt the course to
optimize the effectiveness of the learning outcomes and to control the heavy demand
associated with large classes on teaching and assessment resources. Finally, a brief
evaluation of the new method is provided with possible further improvements.
Waters, F. H., & Burcroff, T. L. (2007). Collaborative teaching at the university level:
Practicing what is preached. The Teacher Educator, 42(4), 304-315. Retrieved from Full
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The purpose of this article is to describe the development and implementation of a coteaching model at a small state university in the northeast. In addition, this article will
share lessons learned from this experience by two professors, as well as describe the
impact on the beliefs and teaching behaviors of their students. One of the professors is a
member of the Department of Special Education and Rehabilitation, and the second is
from the Department of Professional and Secondary Education. The co-teaching initiative
began in 1996 and continues until the present, with a graduate course on inclusionary
practices taught collaboratively each fall. The impetus for the initiative came from an
identified need for general education and special education teachers to co-teach in
classrooms where students with disabilities are included. Given that co-teaching is an
expected teacher behavior, the practice must be taught with intent and modeled by
professors to increase the likelihood that it will be implemented successfully in P-12
classrooms. Reprinted by permission of the publisher.
Wenderoth, M. P., Freeman, S., & O'Connor, E. (2007). Prescribed active learning increases
performance in introductory biology. FASEB Journal, 21(5), A220-A220. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=25632568&site=ehost
-live
We tested five course designs over two quarters of instruction in an attempt to lower the
traditionally high failure rate in a gateway course for Biology majors. Prescribed active
learning strategies included daily multiple-choice questions which were answered with
clickers or cards and weekly written exercises of exam-type questions done alone or in a
study group. We found a significant increase in the pass-rate of students in this class
when daily practice via prescribed (graded) active learning exercises were instituted.
[ABSTRACT FROM AUTHOR]; Copyright of FASEB Journal is the property of Federation of
American Society for Experimental Biology and its content may not be copied or emailed
to multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Willoughby, S. D., & Gustafson, E. (2009). Technology talks: Clickers and grading incentive in
the large lecture hall. American Journal of Physics, 77(2), 180-183. doi:10.
1119/1.3013542
Two sections of an introductory astronomy class were given different grading incentives
for clicker participation for two consecutive semesters. In the high stakes classroom
points were awarded only for correct answers, in contrast to the low stakes classroom in
which points were awarded simply for participating. Self-formed groups of four students
each were recorded in both sections several times during the spring 2007 semester and
their conversations were transcribed and categorized into nine topics to analyze the
variations between the sections. Performance on clicker questions and tendency to block
vote were correlated with class grades and gains for the pre- and post-test scores on the
Astronomy Diagnostic Test. [ABSTRACT FROM AUTHOR]; Copyright of American Journal
of Physics is the property of American Association of Physics Teachers and its content
may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission. However, users may print, download, or
email articles for individual use. This abstract may be abridged. No warranty is given
about the accuracy of the copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all Abstracts.)
Woelk, K. (2008). Optimizing the use of personal response devices (clickers) in largeenrollment introductory courses. Journal of Chemical Education, 85(10), 1400-1405.
Retrieved from
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Clickers are electronic response devices with which a student can remotely submit
responses to questions or problems posed by a teacher. The problems are typically truefalse or multiple-choice questions, but can also include numerical problems. Clicker
devices are particularly popular in large-enrollment introductory science, technology,
engineering, and mathematics courses. A taxonomy of clicker use is introduced to classify
the wide variety of tasks that may be accomplished with clickers. The taxonomy
distinguishes between two key categories. The first category relates to questions probing
attendance in class, preparedness of assigned reading, and interest in the subject matter.
The second category pertains to activities for the enhancement of conceptual
understanding and mastering of the material. It involves connecting clicker use to
teaching and learning strategies that are thought-provoking, such as peer instruction and
problem-based learning. Categories and subcategories are illustrated with key examples
of clicker questions from a nonmajor introductory general chemistry course at the college
or university level. (Contains 2 figures and 3 notes.)
Wohlpart, A. J., Lindsey, C., & Rademacher, C. (2008). The reliability of computer software to
score essays: Innovations in a humanities course. Computers & Composition, 25(2), 203223. doi:10.1016/j.compcom.2008.04.001
Abstract: In the summer of 2001, Florida Gulf Coast University was awarded a 2-year,
$200,000 grant from the National Center for Academic Transformation to redesign a
required General Education course entitled Understanding the Visual and Performing Arts.
The course redesign project had two main goals: infuse appropriate technology into the
course in meaningful ways and reduce the cost of delivering the course. Faculty members
in the humanities and arts were adamant that the redesigned course be structured in
such a way that it offered a coherent and consistent learning experience for all students
and that it maintained the use of essays as an important strategy for learning in the
class. The redesign project led to the creation of a wholly online course with all students
registered in two large sections. One of the ways in which we continued to incorporate
essay writing into the course was to use a computer application, the Intelligent Essay
Assessor (IEA) from Pearson Knowledge Technologies, to score two shorter essays.
Through detailed assessment, we have demonstrated that the computer software has an
inter-rater reliability of 81% as compared to the 54% inter-rater reliability of the holistic
scoring by humans. In this essay, we provide general background on the redesign project
and a more detailed discussion of the appropriate use and the reliability of the Intelligent
Essay Assessor. [Copyright 2008 Elsevier]; Copyright of Computers & Composition is the
property of Pergamon Press - An Imprint of Elsevier Science and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use. This abstract may be abridged. No warranty is given about the accuracy of
the copy. Users should refer to the original published version of the material for the full
abstract. (Copyright applies to all Abstracts.)
Worley, D. W., & Cornett-DeVito, M. (2007). College students with learning disabilities (SWLD)
and their responses to teacher power. Communication Studies, 58(1), 17-33.
doi:10.1080/10510970601168665
The negotiation of classroom power continues to engage scholars given its considerable
impact upon pedagogical practice in the college/university classroom. As Sprague (1994)
points out, the issues surrounding classroom power are complex and important because
they impact the life of the classroom for both students and teachers. The complexity and
importance of this topic become even more profound when we include additional
variables such as learning disabilities. Prior research has focused on how students with
learning disabilities (SWLD) perceive competent and incompetent communication (see
Cornett-DeVito & Worley, 2005); these perceptions are likely, in large part, related to
how teachers of SWLD negotiate power. While extant literature reports many challenges
in communication between college instructors and students (see Worley, 2000), and
while persons with disabilities have been traditionally perceived as citizens with less
power and in need of protection, research has yet to consider the specific issue of
classroom power and SWLD. This article offers a first step in consideration of this
important issue by providing a review of power in the classroom literature, a theoretic
orientation for conceptualizing this research, as well as a phenomenological investigation
of student perceptions of teacher power. [ABSTRACT FROM AUTHOR]; Copyright of
Communication Studies is the property of Central States Communication Association and
its content may not be copied or emailed to multiple sites or posted to a listserv without
the copyright holder's express written permission. However, users may print, download,
or email articles for individual use. This abstract may be abridged. No warranty is given
about the accuracy of the copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all Abstracts.)
Yang, Y. C. (June 2008). A catalyst for teaching critical thinking in a large university class in
taiwan: Asynchronous online discussions with the facilitation of teaching assistants.
Educational Technology Research and Development, v56(n3), p241-264.
This study was designed to investigate the effects of teaching critical thinking skills (CTS)
in a large class through asynchronous discussion forums (ADFs) with the facilitation of
teaching assistants. A pretest and posttest quasi-experimental design with a comparison
group was employed to validate the effectiveness of the proposed approach. The
independent variable was the structured ADFs with two levels--without Socratic
dialogues, and with Socratic dialogues, modeled and facilitated by the teaching assistants
via structured ADFs, while the dependent variable was the students' levels of CTS as
measured by two different evaluations: (a) the California Critical Thinking Skills Test, to
holistically examine students' gains in their CTS, and (b) the Coding Scheme for
Evaluating Critical Thinking in Computer Conferencing, to investigate students' interaction
patterns and the depth of their critical thinking (CT) demonstrated via the ADF. The
evaluation data were collected from 278 college students in Taiwan. The qualitative
analysis provided a detailed description of how students' discussions moved from the
lower to the higher phases of CT. Results indicated that an inspired instructor and some
energetic teaching assistants who use Socratic dialogues during small-group online
discussions can successfully develop students' CTS in a large university class.
Yazedjian, A., & Kolkhorst, B. B. (2007). Implementing small-group activities in large lecture
classes. College Teaching, 55(4), 164-169. Retrieved from Full Text HTML Full Text PDF
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This study examines student perceptions regarding the effectiveness of small-group work
in a large lecture class. The article considers and illustrates from students' perspectives
the ways in which small-group activities could enhance comprehension of course
material, reduce anonymity associated with large lecture classes, and promote student
accountability. In addition, strategies for incorporating these types of activities into the
structure of a large lecture class are provided. Reprinted by permission of the publisher.
Zanelotti, K. (2006). Taking motivation seriously: Proposals for overcoming student resistance
to critical thinking courses. Teaching Philosophy, 29(3), 245-253. Retrieved from
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Traditional critical thinking courses introduce students to tools for analyzing and
evaluating arguments and reasoning. There an, however, good reasons to think that
those courses fail to motivate students to make full use of those tools. It is this
motivational problem that is the focus of the present paper. In what follows, I present
several proposals for overcoming student resistance to the discipline of critical thinking. I
offer a three-step strategy for challenging students' presumption of competency
regarding critical thinking, thereby motivating them to embrace. the tools we offer. I also
sketch how this strategy can be applied in sections of a critical thinking course.
[ABSTRACT FROM AUTHOR]; Copyright of Teaching Philosophy is the property of
Philosophy Documentation Center and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)