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Descriptors:
Student Attitudes; Feedback (Response); Teacher Response; Personality Traits; Teacher Characteristics; Role; Cognitive Processes; Teacher Behavior; Confidentiality; Communication Skills; Adjustment (to Environment); Aggression; Anxiety; Student Characteristics; Differences

Abstract:
Feedback orientations refer to students' perceptions of instructional feedback utility, retention, sensitivity, and confidentiality. In this paper, we report three studies that investigated the relationships among feedback orientations and communication traits. Specifically, we examined the associations among communication adaptation traits (Study 1), aggression traits (Study 2), and apprehension traits (Study 3). The results of Study 1 (N =149) indicated that students high in cognitive flexibility and responsiveness reported retaining and using instructors' feedback and were less sensitive to feedback than other participants. Findings from Study 2 (N = 82) showed that students who were high in verbal aggressiveness, Machiavellianism, and tolerance for disagreement found their instructors' feedback less useful and retained less feedback than other participants. The results of Study 3 (N = 72) revealed that students who were high in communication apprehension and low in intellectual flexibility reported being sensitive to receiving feedback, preferred to receive feedback privately, and did not find feedback to be overly useful. Results may be used by instructors to better provide students with useful, memorable, nonthreatening, and private feedback in the classroom. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Feedback (Response); Teacher Improvement; Student Evaluation; Evaluation Utilization; Research Needs; Literature Reviews; Research Reports; Teacher Response

Abstract:
To improve the quality of teaching, educational accountability needs to include periodic external evaluations of students' performance. This requires evaluation formats which support the development of the educational process and provide information which is understandable for teachers. The aims of this study were to review: (i) how teachers understand the feedback they receive from external evaluations; (ii) how they use the feedback; and (iii) how teachers' understanding and use of such feedback affects the achievement of their students. None of the papers included contained simultaneous a study with all three of these aspects of external evaluations; the review shows that teachers have many problems understanding feedback and mainly focus their use of it on developing strategic teaching tactics. Research that focuses on teachers' understanding of external evaluation, their use of it, and how the use of the feedback can foster student achievement is needed. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English Instruction; Secondary School Teachers; Whites; Physical Characteristics; Grade 10; Grade 11; Black Dialects; Classroom Communication; Teacher Response; Discourse Analysis; Classroom Environment; Culturally Relevant Education; Student Diversity; Classroom Techniques

Abstract:
The purpose of this study was to examine how a White teacher (Gina) responded to African American Language (AAL) in ways that situated students as valuable members of a high school English classroom. This 5-month qualitative study in a 10th grade classroom drew from positioning theory and discourse analysis to make sense of classroom interactions with AAL. Findings show that although Gina was not fluent in AAL, she leveraged it in ways that positioned students as members of the literacy community by doing the following: (a) opening opportunities for students to use AAL in ways that contributed to the community, (b) not dismissing or ridiculing the use of AAL, and (c) maintaining a classroom of respect when AAL was used in ways that disrespected that community. Implications from the study suggest that teaching high school English is not only about knowledge of content or best practices but also about leveraging multiple languages in ways that position students as participants of a literacy community. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Teaching (Occupation); Teaching Conditions; Teacher Attitudes; Teacher Response; Emotional Response; Investigations; Conflict; Theories; Expectation; Professional Identity; Theory Practice Relationship; Barriers

Abstract:
Background: Recently, studies have found that more and more teachers in Hong Kong express negative feelings toward their work, such as feelings of dissatisfaction, exhaustion, meaningless and powerless. These negative emotional experiences may affect both their well-being and the quality of their teaching. In order to have a better understanding of this phenomenon, researchers employ the sociological concept of emotion management. Therefore, this paper reviews different sociological perspectives on the phenomenon in order to give recommendations for educational reforms and policies and for further research on teachers' emotional experiences at work in Hong Kong. Aims or focus of discussion: This article considers two major sociological approaches to understanding emotion management in teaching: conflict theory and symbolic interactionism. At the end of the discussion, implications for educational reforms and policies and recommendations for further research are suggested respectively. Arguments/comments/suggestions: The article argues that symbolic interactionism is a more appropriate approach to understanding emotion management of teaching than conflict theory because it considers the effects of both structural conditions and teachers' agency on teachers' emotions. Thus, it may provide a more comprehensive and realistic account and framework for our investigation. Conclusion: The article suggests that we should study teachers' emotional experiences at work in Hong Kong from a symbolic interactionist perspective of emotion management of teaching. Accordingly, we should try to answer the following questions: What are teachers' expectations about their work? What are the conditions of their work? Are there gaps between their expectations and reality? What are the constraints that affect the realization of their expectations? What emotions do they actually experience at work? In order to answer these questions more effectively, this article recommends adopting in-depth qualitative methods of investigation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Formative Evaluation; Cognitive Development; Secondary School Science; Biology; Classroom Environment; Teacher Student Relationship; Inferences; Video Technology; Teacher Response; Teaching Styles; Evidence; Secondary School Teachers; Misconceptions

Abstract:
Learning progressions, or representations of how student ideas develop in a domain, hold promise as tools to support teachers' formative assessment practices. The ideas represented in a learning progression might help teachers to identify and make inferences about evidence collected of student thinking, necessary precursors to modifying instruction to help students advance in their learning. The study reported in this article took the novel approach of using a learning progression for natural selection to support teachers' enactment of formative assessment. Sources of data include interviews and videotapes of six high school biology teachers leading assessment conversations around the same formative assessment questions. Results indicate that while teachers picked out and made inferences about student ideas related to the learning progression during assessment conversations, they did not use all parts of the learning progression in the same way. Furthermore, several of the teachers seemed to use the learning progressions simply as catalogs of misconceptions to be "squashed" rather than drawing upon the developmental affordances offered by a learning progression. Results are framed in terms of the utility of learning progressions as supports for classroom practice. (Contains 10 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Story Telling; Middle School Teachers; Secondary School Teachers; English Teachers; English (Second Language); Second Language Instruction; Emotional Response; Teacher Response; Values; Reliability; Mental Health; Integrity; Psychiatry; Data Analysis; Multicultural Education; Cultural Differences

Abstract:
A major goal of this study was to inquire into and gain an understanding of teachers' emotional responses to cultural differences by investigating how teachers handle stories with intercultural themes. The broader goal was to inquire into teachers' emotional lives that though not necessarily visible to them, nonetheless affect what they perceive as necessary factors in productive intercultural relations and multicultural education. Given such goals, the study is grounded in psychoanalytic theory (Lacan, 1949/2004). The study also employs postcolonial theory (Bhabha, 1999, 2005; Said, 1994) which attends to the dynamics of the intercultural relations and discourse of difference to complement psychoanalytic theory in the data analysis. The conclusion suggests future directions for the psychoanalysis of education of teachers in increasingly diverse societies and schools. In the final section, the author takes into account the nature of the countertransference to question the emotional life of the researcher and how in the data analysis she, too, is affected by her own emotions. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Parent Role; Childrens Rights; Family Relationship; Parent Rights; Educational Strategies; Civil Rights Legislation; Treaties; Classroom Environment; Classroom Techniques; Teacher Role; Teacher Response; Child Advocacy; Change Strategies; Best Practices

Abstract:
The Convention on the Rights of the Child (CRC) is the most widely ratified human rights treaty in history, yet the United States has failed to ratify it, despite the efforts of countless supporters. Opponents of ratification in the United States have been effective at preventing ratification by asserting that the CRC will damage family relationships and undermine parental authority, among other things (Fagan, Sauders, & Fragoso, 2009; Farris, 2005; Schlafly, 1993). The author believes--as do many in the pro-ratification community--that these concerns are unwarranted for a number of reasons. First, the language of the CRC is clear with regard to the important role of parents. Second, the author believes that most of the rights contained in the CRC are already granted to children under U.S. law. Third, the CRC can be ratified with statements that can address parental rights and other issues in a manner sufficient to satisfy opponents (Smolin, 2006). Fourth, treaties in the United States are often ratified with non-self-execution clauses, meaning that they require further legislative action in order for them to become enforceable. This article is grounded in the author's belief that educators are the professional group most uniquely poised to safeguard and further the rights of children. Educators understand the needs of the whole child and can help bridge the space between policymakers, the public, communities, and families. Here, the author discusses two broad categories for children's rights-based educator action: action inside and outside of the classroom. Inside the classroom, she suggests that teachers take a global, rights-based approach to some of their instruction. Outside the classroom, she suggests the following actions: (1) advocate for CRC ratification; (2) promote policies that recognize children's needs and respect children's dignity; and (3) support instruction and assessment that reflect the true purposes of education and recognize children's education rights. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Discourse Analysis; Classroom Communication; Elementary School Science; Science Teachers; Elementary School Teachers; Grade 5; Models; Teacher Response; Logical Thinking; Student Experience; Discussion (Teaching Technique); Epistemology

Abstract:
Although research has come to recognize the importance of studying classroom-based student-teacher discourse in science, the emphasis remains largely on teachers' abilities to ask questions and provide students with feedback, or on students' abilities to ask questions or engage in argumentative discourse. Consequently, little research has focused on the discourse elements relating to teacher-student discourse interactions. In this article, we argue for a shift of research attention toward describing what the teacher is responding to ("Identification" of student inquiry), the process of deciding how to respond ("Interpretation-Evaluation" of student inquiry), and how the teacher is responding ("Response" to student inquiry). We propose a new methodological approach for studying teacher discourse, which involves a framework we developed while analyzing 1,385 minutes of fifth grade, whole-class science conversations covering a 2-year period and facilitated by an experienced science teacher. Then, as a case in point, we applied our framework to the teacher discourse data of the study, aiming to show that the framework can be a useful tool for examining how a teacher supports students' inquiry. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English Language Learners; English (Second Language); Second Language Learning; Classroom Environment; Student Diversity; Language Teachers; Teacher Response; Culturally Relevant Education; Educational Strategies; Teaching Methods; Second Language Instruction; Qualitative Research; Research Methodology; Course Content; Gender Issues; Cultural Differences

Abstract:
ESL educators find themselves teaching a diverse group of students in today's classroom. This study investigated how ESL instructors address diversity in their teaching. The literature review revealed research on the experiences of teachers using culturally responsive teaching strategies. Using qualitative research methods, this study explores the participants' subjective teaching experiences in-depth. The findings revealed particular themes related to the instructional strategies and challenges encountered when teaching culture and gender. The findings suggest ESL instructors must take an active role in creating activities, exercises and curriculum that contribute to an inclusive learning environment that empower their students inside and outside the classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Masters Programs; College Students; Collaborative Writing; Writing Assignments; Feedback (Response); Teacher Response; Revision (Written Composition); Writing Improvement; Attitudes; Formative Evaluation; Educational Environment; Electronic Learning; Distance Education; Online Courses; Asynchronous Communication; Context Effect

Abstract:
This exploratory study aims to analyse the nature of teacher feedback during a collaborative writing assignment, and to identify the possible effects feedback has on the revision of a text written by university students in an asynchronous online learning environment. Under analysis are three editions of a master's course in e-learning, during which, over a period of two weeks, the students (n = 83) divided into 16 work groups to carry out a co-evaluation assignment with the support of a technology tool. The results obtained indicate that, when teacher feedback includes suggestions and questions, instead of direct corrections, the students respond more constructively, they discuss the content they are working with, and, as a result, they effect significant changes in the arguments of the text they are revising. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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