The Classroom as a Negotiated Social Setting: An Empirical Study of the Effects of Faculty Members' Behavior on Students' Participation

摘要: Since we believe that the relationship between students and teachers is result of responses to a negotiated social setting, studied impact faculty members' interactional behaviors, particularly those indicating role distance from powerful all-knowing professor, on students' participation. We examined effect gender their perceptions male female behavior in classroom. Findings generally indicated behaviors which show importance questions, ideas, knowledge promote student participation regardless student's gender. Although professors'courses were more likely be participated most, findings also showed was not affected by per se, but rather how often member engaged with respondent. Consequently should often: 1) call when they volunteer, them name; 2) provide positive reinforcement form encouragement approval; 3) ask analytical (not factual questions) ample time answer; 4) for opinions even do volunteer. The discussion section further elaborates implications teaching future studies this topic.