Creating the Teaching-Learning Environment You've Always Dreamed Of

In this article, the author examines the added value of strengths-based interventions in response to her college president's challenge that an educator should not be simply out for a talk in teaching. She redesigned her dissertation experiment to measure the impact of strengths-based teaching i...

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Bibliographic Details
Published in:Educational horizons 2006-04, Vol.84 (3), p.161-169
Main Author: Cantwell, Linda
Format: Article
Language:English
Subjects:
Academic learning
Behavior Patterns
Classroom Observation Techniques
College Freshmen
College instruction
College students
Competency Based Education
Contingency Management
Control Groups
Course Organization
Educational Environment
Experimental Groups
Intervention
Magnetic storage
Outcomes of education
Posttests
Pretests
Public Speaking
Quasiexperimental Design
Speeches
Strengths-based Education Research and Resources
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Summary:In this article, the author examines the added value of strengths-based interventions in response to her college president's challenge that an educator should not be simply out for a talk in teaching. She redesigned her dissertation experiment to measure the impact of strengths-based teaching in two classrooms of Introduction to Public Speaking course. Here, she presents an experiment in an Introduction to Public Speaking course with student-learning outcomes culled from course syllabi, instructors' manuals, literature, and the National Communication Association. A week after beginning the experiment, the author documented behavior patterns of the students in the strengths-based class and traditional class. These patterns are direct indicators of academic engagement and are supported by the literature on behavioral academic engagement.
ISSN:0013-175X
2162-3163