The Self-Steering Seminar: Improving College Classroom Communication through Student Participation in Videotape Feedback

1982 ◽  
Vol 53 (5) ◽  
pp. 552 ◽  
Author(s):  
John D. W. Andrews ◽  
Deborah A. Dietz
Keyword(s):  
Student Participation ◽  
The Self ◽  
College Classroom ◽  
Classroom Communication ◽  
Videotape Feedback

The Effect of Videotape Feedback on the Self-Assessments of Psychiatric Patients

1973 ◽  
Vol 123 (573) ◽  
pp. 223-224 ◽  
Author(s):  
R. D. Griffiths ◽  
J. Hinkson
Keyword(s):  
Psychiatric Patients ◽  
Scientific Evidence ◽  
The Self ◽  
General Strategy ◽  
Therapeutic Interaction ◽  
Videotape Feedback ◽  
Self Assessments ◽  
Therapeutic Tools ◽  
Motivation For Psychotherapy ◽  
Feedback Techniques

The use of feedback techniques as therapeutic tools has increased quite considerably during the last decade (Berger, 1970). Techniques such as videotape and tape recorder playback have been used with a wide rage of patients, and to secure effects such as ‘overcoming resistance’, ‘evoking insight’, ‘increasing motivation for psychotherapy’ and ‘shocking alcoholics back to reality’. The general strategy has involved making a recording of the patient's behaviour, or a sample of therapeutic interaction; the recording is then played back to the participants and often used as a basis for discussion and further treatment. In spite of the enthusiasm about the value of these techniques, empirical and scientific evidence for their efficacy is almost entirely absent (Bailey and Sowder, 1970).

Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice

2006 ◽  
Vol 72 (3) ◽  
pp. 299-316 ◽  
Author(s):  
James E. Martin ◽  
Jamie L. Van Dycke ◽  
W. Robert Christensen ◽  
Barbara A. Greene ◽  
J. Emmett Gardner ◽  
...  
Keyword(s):  
Student Participation ◽  
The Self ◽  
Iep Meetings ◽  
Evidenced Based ◽  
Evidenced Based Practice

scholarly journals Foundation-level Gulf Arab Student Response to Self-Access Learning

2013 ◽  
pp. 323-338
Author(s):  
Diane Malcolm ◽  
Mohamed Majed
Keyword(s):  
College Students ◽  
Student Participation ◽  
Arabian Gulf ◽  
The Self ◽  
Student Response ◽  
Medical College ◽  
Previous Training ◽  
Gulf Arab

This article describes the role of the self-access centre at Arabian Gulf University (AGU) in helping low proficiency students in our foundation year achieve the skills in English they will need to succeed in our medical college. Students’ previous training and expectations are described as well as some of the practices developed at AGU to monitor and encourage student participation in the centre. While students have generally responded well to their self-access work in our facility and endorse its role in developing their skills, they have also highlighted some areas for improvement. Although our centre is small and serves a specialized group of learners, some of the issues we face may be similar to those experienced by others in different settings and some of the solutions we have tried to find may be of interest.

Students' Self-Disclosure in the College Classroom

1998 ◽  
Vol 83 (3) ◽  
pp. 1067-1070 ◽  
Author(s):  
Scott A. Myers
Keyword(s):  
College Students ◽  
The Self ◽  
College Classroom ◽  
Self Disclosure

This study examined how college students (61 men, 72 women) differed in the breadth and the depth of self-disclosure when interacting with their instructors and their classmates as inferred from responses to the 25-item Self-disclosure Questionnaire of Jourard. For each item, respondents indicated the Breadth (the number of topics) and the Depth (the intimacy of the topic). Students reported a higher Breadth of self-disclosure with their classmates than with their instructors on 9 of the 25 items, but there were no significant differences for Depth of students' self-disclosure. These findings suggest that students are more apt to self-disclose with classmates rather than instructors but the self-disclosure may not be intimate.

scholarly journals Kemiinnehåll i undervisningen för nybörjare. En studie av hur ämnesinnehållet får konkurrera med målet att få eleverna intresserade av naturvetenskap

2012 ◽  
Vol 3 (2) ◽  
pp. 146-162 ◽  
Author(s):  
Astrid Berg ◽  
Ragnhild Löfgren ◽  
Inger Eriksson
Keyword(s):  
Laboratory Experiments ◽  
The Self ◽  
The Other ◽  
Classroom Observations ◽  
Classroom Communication ◽  
Learning Situation ◽  
Classroom Discussions ◽  
Scientific Teaching ◽  
The One ◽  
Potential Content

This study describes the dilemma of making science interesting on the one hand, and to introduce students into a scientific teaching practise on the other in a laboratory based teaching practise. The study was conducted in a grade four class in Swedish compulsory school by video- and tape-recorded classroom observations. The recordings and copies of students’ writing and drawing were analysed by using a two-fold strategy. Firstly, the constituted content was analysed by focusing the classroom communication, the tools used and the teacher’s guiding. Secondly, the various laboratory experiments where analysed in order to identify the potential chemistry content. The result indicates that the constituted chemistry content is reduced and sometimes wrong in relation to the potential content. This can be explained by a teaching tradition that focuses on the importance of making science interesting and fun. However, striving for this may create a learning-situation where students do not learn how to use tools to make relevant hypotheses and observations. What can be regarded as irrelevant hypotheses and observations is not questioned. Further, right or wrong results in the scientific practise are not dealt with neither in the self-produced texts nor in the classroom discussions. One main conclusion is that students enjoy the lessons but the introduction into the scientific practise is not facilitated. 

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