Safe Space: Student Perspectives on Classroom Environment

Holley, Lynn C.; Steiner, Sue

doi:10.5175/jswe.2005.200300343

Cited by 244 publications

(179 citation statements)

References 9 publications

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“…Spontaneous question-asking needs not only learners' self-efficacy of the course and achievement motivation, but also their self-efficacy of social interaction (Fassinger, 1995;Holley & Steiner, 2005;Jones & Gerig, 1994;Rocca, 2010;Ryan & Pintrich, 1997;Ryan et al, 2001). In m-learning, the results indicated that the m-technology quality of m-learning helped to activate learners' questionasking in elementary education environments, which was different from the interaction in traditional oral instruction class paradigms.…”

Section: The Impact Of M-technology Quality On Learning Processesmentioning

confidence: 95%

“…It provides interaction between participants and the learning context and attracts participants' learning in fitting with the circumstances of teachers' different teaching methods in m-learning. Learners may thus be motivated to be more actively involved and spontaneously participate in the course because of the good interaction facilitated by the design of different forms of interaction provided through m-learning in the course (Fassinger, 1995;Holley & Steiner, 2005;Martin, 1988;Rocca, 2010;Ryan & Pintrich, 1997;Ryan, Pintrich, & Midgley, 2001). In addition, when learners perceive good mtechnology quality, they may feel satisfaction toward the apps/tablets in m-learning.…”

Section: Research Hypothesesmentioning

confidence: 99%

“…(Fassinger, 1995;Holley & Steiner, 2005;Martin, 1988;Rocca, 2010;Ryan & Pintrich, 1997;Ryan et al, 2001). The measure adopted was based on the studies of Fassinger (1995) and Martin (1988).…”

Section: Active Course Participation and Satisfaction Toward Apps/tabmentioning

confidence: 99%

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Exploring the Role of M-learning in Elementary Education

Chen

2017

JITE:Research

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Aim/PurposeThis study explores the associations between elementary school learners' m-learning and learner satisfactions based on the technology-mediated learning model. Background M-learning (mobile learning) is emerging, but its role in elementary education still needs clarification. MethodologyQuestionnaires were mailed to several different elementary schools, located in different areas that adopted m-learning. Due to the possible limited cognitive ability because of age, short measures were adopted in the study. Finally, data from eighty-six elementary school learners who had experience in mobile learning were gathered and analyzed with Partial Least Square (PLS) for the limited sample size. ContributionThe results implied the vital role of m-learning in providing different form of interaction in class to activate elementary school learners' course participation. They also indicated that mobile learning not only activated learners' active course participation but linked students, teachers, courses, and schools. FindingsThe results showed that m-technology quality of mobile learning was significantly associated with learners' active course participation and satisfaction toward apps/tablets in m-learning that contributed to different learner satisfactions. Recommendations for PractitionersThe findings suggested that with good interaction quality facilitated by apps/tablets in m-learning, m-learning could be a suitable medium for teachers to have interaction with students and increased students' different satisfactions in schools at alternative collective learning environments in elementary education. Future ResearchFuture studies to measure and reflect different impact of student-teacher interaction in m-learning are suggested.

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Section: The Impact Of M-technology Quality On Learning Processesmentioning

confidence: 95%

Section: Research Hypothesesmentioning

confidence: 99%

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Exploring the Role of M-learning in Elementary Education

Chen

2017

JITE:Research

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“…Students of marginalized groups are often subject to spaces where they fear psychological of emotional harm (Holley and Steiner 2005). In these spaces, particularly ones subject to interpersonal interactions, students may "not feel secure enough to take risks, honestly express their views, and share and explore their knowledge, attitudes, and behaviors" (Holley and Steiner 2005).…”

Section: Access To Spacesmentioning

confidence: 99%

“…Many students of color do not feel comfortable fully participating in classes for fear of psychological or emotional harm (Holley and Steiner 2005). Given long-held racial tensions, relationships between students of color and everyone else in the classroom can be predisposed to be stressed (Hurtado 1992).…”

Section: Quality Of Educationmentioning

confidence: 99%

Discourse from #TheRealUW: What Tweets Say about Racial Concerns at a Predominately White Institution

Vachuska

Brudvig

2018

Social Sciences

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Abstract:In March 2016, after a series of hate crimes victimized students of color on campus, students at the University of Wisconsin-Madison started #TheRealUW movement against racism on campus. In order to exemplify racism on campus, students of color took to social media to share personal experiences and opinions on racism, affixing "#TheRealUW" to their posts. In this article, we analyze what students of color on the social media site, Twitter, spoke about and took issue against. The plurality of #TheRealUW tweets centered primarily on instances of subtle or explicit verbal racism. These experiences had impacted a variety of aspects of students of color's lives, including mental health, housing, access to spaces, and overall quality of education. Students also discussed isolation, marginalized representation in the University's decisions, and their relationship with authority.The many tweets clearly demonstrate the breadth of racism at predominately white institutions and indicate that inequality of peer and faculty social resources, opportunities, and experiences is a significant perpetuator of a variety of forms of racial inequality at predominately white institutions, but that racism in institutional and systemic forms is also an area of concern for students.

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