Instructor-Student Relations in Adult Literacy Programs

Terry, Marion

doi:10.1177/104515950501600306

Cited by 5 publications

(7 citation statements)

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“…Our results also suggest that perceived connection to instructors plays a more minor but still important role in academic and career choice in geoscience. A sense of connection can be fostered through such behaviors as providing individual attention, expressing explicit concern for the well‐being of the student, focusing on student growth, validating students' questions, ideas, and knowledge, and portraying themselves as partners in the learning process rather than lecturers whose primary goal is to deliver information (Adamson & Bailie, 2012; Auster & MacRone, 1994; Banner & Cannon, 1997; Bernstein‐Yamashiro, 2004; Terry, 2006). This endeavor seems important to recruiting more students to geoscience no matter whether they are female or male students.…”

Section: Discussionmentioning

confidence: 99%

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Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors

et al. 2021

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We used the social‐cognitive choice model (Lent et al., 2018) as a framework for investigating academic and career choice in the domain of geoscience for male and female students. In addition, we explored the role of perceived connection to instructors and transformative experience as additional factors in the social‐cognitive choice model. A total of 525 individuals from six geoscience departments participated. We conducted three path models with confidence in geoscience among majors (Model 1), intent to major in geoscience among non‐majors (Model 2), and intent to pursue a career in geoscience (Model 3) as outcome variables. Overall, the baseline social‐cognitive choice model explained a moderate amount of variance with variation by model and gender. Students' interest in and identification with geoscience was an important direct predictor of outcomes in all three models. Adding connection to instructor to the baseline model significantly increased the model fit and contributed to the amount of variance explained in Models 2 and 3, but not Model 1. Further, connection to instructor was found to mediate the relation between interest/identity and outcomes as well as directly predict outcomes in Models 2 and 3. These results held for male and female students. Adding transformative experience to the baseline plus connection to instructor model further increased the model fit and contributed to the amount of variance explained for female student in Models 2 and 3, but not for Model 1 and not for male students. Further, transformative experience was found to mediate the relation between interest/identity and outcomes as well as directly predict outcomes in all three models, but only for female students. These results suggest instructors may strengthen geoscience pathways by developing students' interest in geoscience, establishing connections with students, and, for female students, fostering transformative experiences.

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Section: Discussionmentioning

confidence: 99%

“…Ample research suggests instructors can influence the nature and quality of the faculty–student relationship (e.g., Auster & MacRone, 1994; Banner & Cannon, 1997; Bernstein‐Yamashiro, 2004; Terry, 2006). Hence, like transformative experience, it is a factor that individual instructors can target in their classrooms.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors

et al. 2021

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“…Several specific behaviors have been suggested which serve the dual purpose of building rapport and encouraging participation such as calling students by name, asking probing questions, and engaging in positive nonverbal behaviors such as smiling and nodding (Auster & MacRone, 1994;Crombie et al, 2003). Terry (2006) argued that educators should attend workshops which are designed to focus on the interpersonal aspect of the classroom environment to learn specific strategies which will facilitate positive relationships with students. Given the importance of relational behaviors and perceptions of the relationships on student learning, instructor training in building relationships to achieve positive outcomes is likely a worthwhile venture.…”

Section: Practical Implicationsmentioning

confidence: 99%

“…Several scholars have addressed ways in which instructors can contribute to creating a positive classroom environment including the integration of collaborative opportunities for students into the classroom, engaging in casual and personal conversation, balancing intellectual excitement with interpersonal relationships, and utilizing techniques to foster positive relationships with students and between students (Johnson, 2009;Terry, 2006). Several specific behaviors have been suggested which serve the dual purpose of building rapport and encouraging participation such as calling students by name, asking probing questions, and engaging in positive nonverbal behaviors such as smiling and nodding (Auster & MacRone, 1994;Crombie et al, 2003).…”

Section: Practical Implicationsmentioning

confidence: 99%

Instructor–Student and Student–Student Rapport in the Classroom

Frisby

Martin

2010

Communication Education

359

236

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This study examined the relationships between instructors and their students, and between students, to determine their roles in building positive relationships and an overall positive classroom environment. Of particular interest was the examination of instructor rapport with students and rapport between students. Students (N 0232) reported on their perceptions of interpersonal relationships in the classroom and on their perceived participation and learning. Results indicate that perceived rapport with instructors and classmates is related to perceptions of classroom connectedness. Instructor rapport, student rapport, and classroom connectedness enhanced student participation. Only instructor rapport consistently predicted participation, affective learning, and cognitive learning.College instructors strive to encourage student learning and to build a satisfying relationship with students (Ellis, 2004). However, Ellis argued that the primary job of an instructor is to promote learning, and thus called for more research to identify the instructor behaviors that contribute to that primary goal of promoting learning. Worley, Titsworth, Worley, and Cornett-DeVito (2007) argued that interpersonal relationships are essential in student learning. The Affective Learning Model (ALM; Rodriguez, Plax, & Kearney, 1996) has provided some insight into the impact instructors have on the learning processes of students. Specifically, the authors argued that positive instructor behaviors evoke affect toward the instructor and the class, which then enhances cognitive learning.Other scholars (Dwyer et al., 2004;Nuthall, 2004) countered that the focus should not only be on instructors, that studentÁstudent interactions should be assessed for their contribution to learning outcomes. The classroom is made up of multiple interpersonal relationships which contribute to the construction of a unique community. Generally, a positive classroom experience is associated with positive academic outcomes at the college level including adjustment, learning outcomes, and Brandi N. Frisby and Matthew M. Martin are at West Virginia University. Brandi N. Frisby can be contacted at

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“…Interestingly, even when ESL or literacy volunteer instructors are not community members, a number of studies (Belzer, 2006;Terry, 2006) show that there are steps which may be put in place to ensure quality outcomes. Various case studies have shown that when volunteer instructors are placed in a supportive environment (Prins, Toso, & Schafft, 2009) with an effective support staff (Kristjansson, 2004), volunteer instructors of any background can be successful.…”

Section: Downloaded By [Mcmaster University] At 11:13 14 October 2014mentioning

confidence: 96%

North American adult literacy programs and Latin American immigrants: how critical pedagogy can help nonprofit literacy programming in the United States

Straubhaar

2013

Critical Studies in Education

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As nonprofit adult literacy programs are often the only options for low-income Latin American immigrants in North America, problems accompanying these programs affect the ability of immigrants to benefit from them. North American nonprofit adult literacy programs often struggle due to the difficulties inherent in using volunteer instructors (often from different cultural backgrounds than participants) who use curricula that often do not reflect students' communities of origin. Hence, the outcomes of these programs can be problematic. One potential way to ameliorate these difficulties is found in the critical framework of Paulo Freire, wherein curricula are student-generated. The primary argument in this review essay is that trained community instructors (or Freirean-trained outsiders) -using Freire's model of instruction and curriculum development, working under a demand for true accountability for results from organizational administrators -could improve existent benign North American adult literacy programs into more empowering social resources for Latin American immigrant communities in the United States. The possibilities for such improvement are explored through analysis of positive and negative case studies within the larger literature on adult literacy.

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Instructor-Student Relations in Adult Literacy Programs

Cited by 5 publications

References 0 publications

Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors

Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors

Instructor–Student and Student–Student Rapport in the Classroom

North American adult literacy programs and Latin American immigrants: how critical pedagogy can help nonprofit literacy programming in the United States

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