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Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy
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...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6755320/ https://www.ncbi.nlm.nih.gov/pubmed/31469624 http://dx.doi.org/10.1187/cbe.18-10-0215 |
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author | Harrison, Colin D. Nguyen, Tiffy A. Seidel, Shannon B. Escobedo, Alycia M. Hartman, Courtney Lam, Katie Liang, Kristen S. Martens, Miranda Acker, Gigi N. Akana, Susan F. Balukjian, Brad Benton, Hilary P. Blair, J. R. Boaz, Segal M. Boyer, Katharyn E. Bram, Jason B. Burrus, Laura W. Byrd, Dana T. Caporale, Natalia Carpenter, Edward J. Chan, Yee-Hung M. Chen, Lily Chovnick, Amy Chu, Diana S. Clarkson, Bryan K. Cooper, Sara E. Creech, Catherine J. de la Torre, José R. Denetclaw, Wilfred F. Duncan, Kathleen Edwards, Amelia S. Erickson, Karen Fuse, Megumi Gorga, Joseph J. Govindan, Brinda Green, L. Jeanette Hankamp, Paul Z. Harris, Holly E. He, Zheng-Hui Ingalls, Stephen B. Ingmire, Peter D. Jacobs, J. Rebecca Kamakea, Mark Kimpo, Rhea R. Knight, Jonathan D. Krause, Sara K. Krueger, Lori E. Light, Terrye L. Lund, Lance Márquez-Magaña, Leticia M. McCarthy, Briana K. McPheron, Linda Miller-Sims, Vanessa C. Moffatt, Christopher A. Muick, Pamela C. Nagami, Paul H. Nusse, Gloria Okimura, K. M. Pasion, Sally G. Patterson, Robert Pennings, Pleuni S. Riggs, Blake Romeo, Joseph M. Roy, Scott W. Russo-Tait, Tatiane Schultheis, Lisa M. Sengupta, Lakshmikanta Spicer, Greg S. Swei, Andrea Wade, Jennifer M. Willsie, Julia K. Kelley, Loretta A. Owens, Melinda T. Trujillo, Gloriana Domingo, Carmen Schinske, Jeffrey N. Tanner, Kimberly D. |
author_facet | Harrison, Colin D. Nguyen, Tiffy A. Seidel, Shannon B. Escobedo, Alycia M. Hartman, Courtney Lam, Katie Liang, Kristen S. Martens, Miranda Acker, Gigi N. Akana, Susan F. Balukjian, Brad Benton, Hilary P. Blair, J. R. Boaz, Segal M. Boyer, Katharyn E. Bram, Jason B. Burrus, Laura W. Byrd, Dana T. Caporale, Natalia Carpenter, Edward J. Chan, Yee-Hung M. Chen, Lily Chovnick, Amy Chu, Diana S. Clarkson, Bryan K. Cooper, Sara E. Creech, Catherine J. de la Torre, José R. Denetclaw, Wilfred F. Duncan, Kathleen Edwards, Amelia S. Erickson, Karen Fuse, Megumi Gorga, Joseph J. Govindan, Brinda Green, L. Jeanette Hankamp, Paul Z. Harris, Holly E. He, Zheng-Hui Ingalls, Stephen B. Ingmire, Peter D. Jacobs, J. Rebecca Kamakea, Mark Kimpo, Rhea R. Knight, Jonathan D. Krause, Sara K. Krueger, Lori E. Light, Terrye L. Lund, Lance Márquez-Magaña, Leticia M. McCarthy, Briana K. McPheron, Linda Miller-Sims, Vanessa C. Moffatt, Christopher A. Muick, Pamela C. Nagami, Paul H. Nusse, Gloria Okimura, K. M. Pasion, Sally G. Patterson, Robert Pennings, Pleuni S. Riggs, Blake Romeo, Joseph M. Roy, Scott W. Russo-Tait, Tatiane Schultheis, Lisa M. Sengupta, Lakshmikanta Spicer, Greg S. Swei, Andrea Wade, Jennifer M. Willsie, Julia K. Kelley, Loretta A. Owens, Melinda T. Trujillo, Gloriana Domingo, Carmen Schinske, Jeffrey N. Tanner, Kimberly D. |
author_sort | Harrison, Colin D. |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-6755320 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-67553202019-10-15 Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy Harrison, Colin D. Nguyen, Tiffy A. Seidel, Shannon B. Escobedo, Alycia M. Hartman, Courtney Lam, Katie Liang, Kristen S. Martens, Miranda Acker, Gigi N. Akana, Susan F. Balukjian, Brad Benton, Hilary P. Blair, J. R. Boaz, Segal M. Boyer, Katharyn E. Bram, Jason B. Burrus, Laura W. Byrd, Dana T. Caporale, Natalia Carpenter, Edward J. Chan, Yee-Hung M. Chen, Lily Chovnick, Amy Chu, Diana S. Clarkson, Bryan K. Cooper, Sara E. Creech, Catherine J. de la Torre, José R. Denetclaw, Wilfred F. Duncan, Kathleen Edwards, Amelia S. Erickson, Karen Fuse, Megumi Gorga, Joseph J. Govindan, Brinda Green, L. Jeanette Hankamp, Paul Z. Harris, Holly E. He, Zheng-Hui Ingalls, Stephen B. Ingmire, Peter D. Jacobs, J. Rebecca Kamakea, Mark Kimpo, Rhea R. Knight, Jonathan D. Krause, Sara K. Krueger, Lori E. Light, Terrye L. Lund, Lance Márquez-Magaña, Leticia M. McCarthy, Briana K. McPheron, Linda Miller-Sims, Vanessa C. Moffatt, Christopher A. Muick, Pamela C. Nagami, Paul H. Nusse, Gloria Okimura, K. M. Pasion, Sally G. Patterson, Robert Pennings, Pleuni S. Riggs, Blake Romeo, Joseph M. Roy, Scott W. Russo-Tait, Tatiane Schultheis, Lisa M. Sengupta, Lakshmikanta Spicer, Greg S. Swei, Andrea Wade, Jennifer M. Willsie, Julia K. Kelley, Loretta A. Owens, Melinda T. Trujillo, Gloriana Domingo, Carmen Schinske, Jeffrey N. Tanner, Kimberly D. CBE Life Sci Educ Article 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. American Society for Cell Biology 2019 /pmc/articles/PMC6755320/ /pubmed/31469624 http://dx.doi.org/10.1187/cbe.18-10-0215 Text en © 2019 C. D. Harrison et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. http://creativecommons.org/licenses/by-nc-sa/3.0 This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License. |
spellingShingle | Article Harrison, Colin D. Nguyen, Tiffy A. Seidel, Shannon B. Escobedo, Alycia M. Hartman, Courtney Lam, Katie Liang, Kristen S. Martens, Miranda Acker, Gigi N. Akana, Susan F. Balukjian, Brad Benton, Hilary P. Blair, J. R. Boaz, Segal M. Boyer, Katharyn E. Bram, Jason B. Burrus, Laura W. Byrd, Dana T. Caporale, Natalia Carpenter, Edward J. Chan, Yee-Hung M. Chen, Lily Chovnick, Amy Chu, Diana S. Clarkson, Bryan K. Cooper, Sara E. Creech, Catherine J. de la Torre, José R. Denetclaw, Wilfred F. Duncan, Kathleen Edwards, Amelia S. Erickson, Karen Fuse, Megumi Gorga, Joseph J. Govindan, Brinda Green, L. Jeanette Hankamp, Paul Z. Harris, Holly E. He, Zheng-Hui Ingalls, Stephen B. Ingmire, Peter D. Jacobs, J. Rebecca Kamakea, Mark Kimpo, Rhea R. Knight, Jonathan D. Krause, Sara K. Krueger, Lori E. Light, Terrye L. Lund, Lance Márquez-Magaña, Leticia M. McCarthy, Briana K. McPheron, Linda Miller-Sims, Vanessa C. Moffatt, Christopher A. Muick, Pamela C. Nagami, Paul H. Nusse, Gloria Okimura, K. M. Pasion, Sally G. Patterson, Robert Pennings, Pleuni S. Riggs, Blake Romeo, Joseph M. Roy, Scott W. Russo-Tait, Tatiane Schultheis, Lisa M. Sengupta, Lakshmikanta Spicer, Greg S. Swei, Andrea Wade, Jennifer M. Willsie, Julia K. Kelley, Loretta A. Owens, Melinda T. Trujillo, Gloriana Domingo, Carmen Schinske, Jeffrey N. Tanner, Kimberly D. Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy |
title | Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy |
title_full | Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy |
title_fullStr | Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy |
title_full_unstemmed | Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy |
title_short | Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy |
title_sort | investigating instructor talk in novel contexts: widespread use, unexpected categories, and an emergent sampling strategy |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6755320/ https://www.ncbi.nlm.nih.gov/pubmed/31469624 http://dx.doi.org/10.1187/cbe.18-10-0215 |
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