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Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy

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Title: Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy
Language: English
Authors: 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, Cristopher 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.
Source: CBE - Life Sciences Education. Sep 2019 18(3).
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Peer Reviewed: Y
Page Count: 23
Publication Date: 2019
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1226361
1226344
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Classroom Communication, Language Usage, Novelty (Stimulus Dimension), Models, Biology, Sampling, College Science, Classification, College Faculty, Science Teachers, Community Colleges
DOI: 10.1187/cbe.18-10-0215
ISSN: 1931-7913
Abstract: 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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1227271
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: 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.
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          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-electronic
              Value: 1931-7913
          Numbering:
            – Type: volume
              Value: 18
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: CBE - Life Sciences Education
              Type: main
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