Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy
Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy
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DOI：
10.1187/cbe.18-10-0215
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发表时间：
2019-09-01
影响因子：
3.7
通讯作者：
Tanner, Kimberly D.
中科院分区：
文献类型：
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作者：
Harrison, Colin D.;Nguyen, Tiffy A.;Tanner, Kimberly D.
教师谈话——教师在课堂上使用的非内容语言——是最近定义的一个有前途的变量，可以更好地理解课堂动态。在之前对单个课程背景下的讲师谈话框架进行了描述之后，我们在这里展示了围绕讲师谈话框架对教师在新课程背景下使用的非内容语言的适用性的结果。我们使用紧急抽样策略分析了另外八门生物学课程和61门生物学课程的讲师谈话。我们观察到讲师谈话的广泛使用，但使用的数量和类别类型有所不同。绝大多数的讲师谈话可以使用最初发布的讲师谈话框架来描述，这表明该框架的稳健性。此外，在这些新颖的课程环境中发现了一种新的教师谈话形式——消极措辞的教师谈话，这种语言可能会使学生灰心丧气或分散学习过程。最后，这里描述的紧急抽样策略可能允许在跨机构和学科的更大数量的课程中调查讲师谈话。鉴于讲师谈话的广泛使用，对学生在学习环境中的潜在影响，以及抽样的能力，讲师谈话可能是未来高等教育教与学研究中需要考虑的一个关键变量。
Instructor Talk-noncontent language used by instructors in classrooms-is a recently defined and promising variable for better understanding classroom dynamics. Having previously characterized the Instructor Talk framework within the context of a single course, we present here our results surrounding the applicability of the Instructor Talk framework to noncontent language used by instructors in novel course contexts. We analyzed Instructor Talk in eight additional biology courses in their entirety and in 61 biology courses using an emergent sampling strategy. We observed widespread use of Instructor Talk with variation in the amount and category type used. The vast majority of Instructor Talk could be characterized using the originally published Instructor Talk framework, suggesting the robustness of this framework. Additionally, a new form of Instructor Talk-Negatively Phrased Instructor Talk, language that may discourage students or distract from the learning process-was detected in these novel course contexts. Finally, the emergent sampling strategy described here may allow investigation of Instructor Talk in even larger numbers of courses across institutions and disciplines. Given its widespread use, potential influence on students in learning environments, and ability to be sampled, Instructor Talk may be a key variable to consider in future research on teaching and learning in higher education.