SEPAL Research Publication with BS Biology Student (Reggi), MS Biology Graduate Student Alumnus (Schinske), Postdoctoral Fellow (Seidel), and two Faculty (Tanner and Burrus) authors Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course
Shannon B. Seidel, Amanda L. Reggi, Jeffrey N. Schinske, Laura W. Burrus, and Kimberly D. Tanner
CBE Life Sci Educ December 1, 2015 14:ar43; doi:10.1187/cbe.15-03-0049
http://www.lifescied.org/content/14/4/ar43.abstract
We define a new construct termed Instructor Talk that may be a key mechanism for effectively implementing active learning and that may contribute to minimizing student resistance and stereotype threat, while building instructor immediacy. We used a mixed-methods approach and analyzed more than 600 instructor quotes. Presented here is a novel framework revealing the emergent categories and subcategories of the framework as well as examples of Instructor Talk.
CBE Life Sci Educ December 1, 2015 14:ar43; doi:10.1187/cbe.15-03-0049
http://www.lifescied.org/content/14/4/ar43.abstract
We define a new construct termed Instructor Talk that may be a key mechanism for effectively implementing active learning and that may contribute to minimizing student resistance and stereotype threat, while building instructor immediacy. We used a mixed-methods approach and analyzed more than 600 instructor quotes. Presented here is a novel framework revealing the emergent categories and subcategories of the framework as well as examples of Instructor Talk.
