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dc.contributor.authorMoss, Alessandra F.
dc.date.accessioned2020-05-15T17:21:02Z
dc.date.accessioned2020-06-22T14:32:08Z
dc.date.available2020-05-15T17:21:02Z
dc.date.available2020-06-22T14:32:08Z
dc.date.issued2020-05
dc.identifier.urihttp://hdl.handle.net/20.500.12648/643
dc.description.abstractClass participation may be an important part of students’ learning process, but many students remain silent in college classrooms. This study was a qualitative inductive inquiry exploring the classroom experiences of students who rarely participate in class. Fourteen semi-structured interviews were analyzed using coding methods adapted from grounded theory to gain insight into students’ opinions about class participation, their class participation habits, and beliefs about knowledge in general. Primary themes that emerged were wanting to avoid being wrong and experiencing anxiety, nervousness, or related physical symptoms as reasons not to participate. Students also articulated mostly engaging in low stakes participation, when the risk of being wrong was minimal, primarily when they felt prepared to answer correctly. A variety of beliefs about knowledge were articulated, including, knowledge comes from external authority, and knowledge comes from scientific research, evidence, replication, and consistency. No strong connections were found between beliefs about knowledge and class participation habits. Practical implications for educators and future directions are discussed.en_US
dc.language.isoen_USen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Psychologyen_US
dc.subjectEducational psychologyen_US
dc.subjectPsychology -- Study and teachingen_US
dc.subjectCollege students -- Psychologyen_US
dc.subjectCollege students -- Attitudesen_US
dc.subjectCollege teachingen_US
dc.subjectClassroom environmenten_US
dc.titleRaise your voice : experiences of silent students in the classroomen_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:32:08Z
dc.description.institutionSUNY College at New Paltz
dc.accessibility.statementIf this SOAR repository item is not accessible to you (e.g. able to be used in the context of a disability), please email libraryaccessibility@newpaltz.edu


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Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States