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Download full textParker-Shandal, Crystena – Teaching & Learning Inquiry, 2023
This study examines the impact of students' identities on how students participate in classroom discussions in postsecondary courses. Participation in such discussions is known to increase students' learning, but, despite this, little is known about how students' identities influence how and whether they choose to participate. Drawn from a larger…
Descriptors: Student Participation, College Students, Discussion, Self Concept
Direct linkSamuel, Steven; Roehr-Brackin, Karen; Jelbert, Sarah; Clayton, Nicola S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
We gave 40 participants a task in which they needed to select target objects from an array according to the instructions of either an informed director (who shared their perspective of the array) or an ignorant director (whose view of the array was restricted due to barriers). Importantly, sometimes only one of the directors was visible, and on…
Descriptors: Perspective Taking, Bias, Self Concept, Task Analysis
Bagri, Gurjog; Jones, Gregory V. – Educational Psychology in Practice, 2018
The use of visualisation techniques in teaching has enabled students to improve their memory and comprehension of written narratives. Psychological research reveals how various factors can influence visualisation and learning, including; adopting a character's perspective; constructing self-related images; multi-sensory text representing episodic…
Descriptors: Perspective Taking, Personal Narratives, Writing (Composition), Visualization
Choi, Jung-ah – Voices of Reform, 2021
Sharing teacher authority with students is a common pillar of these progressive pedagogies. This paper takes up the issue of authority in establishing credibility in knowledge claims by examining the dynamics of class discussions over race relations. Using pedagogy of positionality (Maher & Tetreault, 2001), the study pays attention to how…
Descriptors: College Faculty, Teacher Attitudes, Race, Ethnicity
Rose, Shawn – ProQuest LLC, 2018
With the emergence of more narrative-focused video games, this study attempted to better understand how college students construct meaning through these interactive experiences as a means of understanding social and cultural differences and perspectives. This study explored how playing narrative-focused video games may interconnect with college…
Descriptors: Video Games, Situated Learning, Media Literacy, Play
Yantis, LeAnn Janette – ProQuest LLC, 2018
Today's college classrooms are often comprised of many generations. Millennials, the newest generation to enter higher education, are enrolling in college in larger numbers than other generations. Growth within nontraditional programs, coupled with the increase of millennial students, underscores the need for understanding the learning preferences…
Descriptors: Transformative Learning, College Students, Age Groups, Learning Activities
Thompson, Robert J., Jr.; Díaz Pearson, Amber; Shanahan, Suzanne – Journal of College and Character, 2019
Relational Developmental Systems (RDS) provided an integrative framework to examine how college students' intrapersonal attributes, particularly sense of identity in transactions with different educational experiences, were related with self-reported community and political engagement and other intrapersonal dimensions. Students who participated…
Descriptors: Empathy, Community Involvement, Ethics, Perspective Taking
McNaughton, Susan Maree – Teaching in Higher Education, 2016
Empathy is an important affective attribute for graduates entering future practice with diverse populations. Self- and bodily awareness and the ability to take others' perspectives are essential for developing, maintaining and encouraging the cognitive, affective and motivational elements of empathy. This paper presents a thematic analysis of…
Descriptors: Prerequisites, Empathy, Self Concept, Perspective Taking
Surtees, Andrew D. R.; Noordzij, Matthijs L.; Apperly, Ian A. – Developmental Psychology, 2012
Two experiments tested 6- to 11-year-old children's and college students' use of different frames of reference when making judgments about descriptions of social and nonsocial scenes. In Experiment 1, when social and nonsocial scenes were mixed, both children and students (N = 144) showed spontaneous sensitivity to the intrinsic and the relative…
Descriptors: Evidence, Stimuli, Self Concept, Social Development
Garcia, Nuria Alonso; Longo, Nicholas V. – Journal of Higher Education Outreach and Engagement, 2013
This essay argues for the importance of re-framing international service-learning as global service-learning. This includes recognizing the entire "ecology of education," the interconnected web of relationships in which learning can occur at home and abroad. It draws upon the experiences of developing a new program in global studies at Providence…
Descriptors: Higher Education, Service Learning, Perspective Taking, Global Approach
Aldiabat, Khaldoun M.; Le Navenec, Carole-Lynne – Qualitative Report, 2011
Although many researchers have discussed the historical relationship between the Grounded Theory methodology and Symbolic Interactionism, they have not clearly articulated the congruency of their salient concepts and assumptions. The purpose of this paper is to provide a thorough discussion of this congruency. A hypothetical example about smoking…
Descriptors: Grounded Theory, Qualitative Research, Self Concept, Perspective Taking
Gosselin, Colette – Multicultural Perspectives, 2011
Teaching a course in multicultural education at a largely white, middle-class, suburban liberal arts college has its challenges. Among those challenges is a prevailing naivete among the student population regarding the role sociocultural structures have in creating the kinds of opportunities that afford social privileges; likewise, the students…
Descriptors: Multicultural Education, Teacher Effectiveness, Student Diversity, Cultural Differences
Britton, Willoughby B.; Brown, Anne-Catharine; Kaplan, Christopher T.; Goldman, Roberta E.; DeLuca, Marie; Rojiani, Rahil; Reis, Harry; Xi, Mandy; Chou, Jonathan C.; McKenna, Faye; Hitchcock, Peter; Rocha, Tomas A.; Himmelfarb, Josh; Margolis, David M.; Niles, Halsey F.; Eckert, Allison M.; Frank, Tana – New Directions for Teaching and Learning, 2013
Contemplative practices, which engage the subjective or "first-person" perspective, are being incorporated into systems of higher education that have traditionally relied on didactic or "third-person" approaches (Dederer 2007; Kroll 2010; Repetti 2010; Roth 2006; Shapiro, Brown, and Astin 2011; Smith 2006; Zajonc 2006). The…
Descriptors: Higher Education, Teaching Methods, Educational Change, Metacognition
Braskamp, Larry A. – Journal of College and Character, 2011
Students at American colleges and universities do become more advanced in their global perspective taking along all three dimensions--cognitive, intrapersonal, and interpersonal. Their degree of involvement in a number of cocurricular activities and their perceptions of the campus community are correlated with their level of perspective taking on…
Descriptors: Colleges, College Students, Global Approach, Perspective Taking
Weitz, Rose – Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 2010
A common (although not universal) goal of feminist teachers is to create a "safe environment" in the classroom. The meaning of that term, however, varies considerably--some hope students will feel they can share personal feelings and experiences without fear of judgment, some that students will feel they can state their opinions without fear of…
Descriptors: Feminism, College Students, Peer Relationship, Opinions
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