NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1137016
Record Type: Journal
Publication Date: 2007-Jul
Pages: 20
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: EISSN-1931-4744
Exploring Reflective Engagement That Promotes Understanding in College Classrooms
Zengaro, Franco; Iran-Nejad, Asghar
International Journal for the Scholarship of Teaching and Learning, v1 n2 Article 13 Jul 2007
This study investigated student engagement in class discussions in a university-level, literature-based writing class. The research questions were 1) Does multiple-source learning provide a new lens for the observation of reflective teaching and learning practices? 2) Is there evidence that shows that the practices adopted by one teacher actually relied on and fostered this kind of thinking among students, and if so, what were those practices? The participants were 22 university students and their instructor, chosen because of the instructor's interest in improving class discussions. Data were collected over one semester through videotapes, formal and informal interviews, and class documents and were analyzed using constant comparison. Results showed the instructor facilitated student engagement through probing questions. The instructor's use of symbolism, metaphors, and experiences within this class were teaching tools aimed not at fostering domain-specific, elaborative, one-right-answer interpretations but rather at recruiting multiple sources for creating multiple cross-domain perspectives.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A