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Exploring Pedagogical and Emotional Response in Higher Education Classrooms During the Boston Marathon Bombing Crisis
Qualitative Research Reports in Communication Pub Date : 2016-01-01 , DOI: 10.1080/17459435.2016.1143386
Angela M. Hosek , Lauren Austin

Using qualitative interviews, the study explored pedagogy and emotional responses of undergraduate and graduate teaching faculty during and after the Boston Marathon bombing crisis. The study interviewed nine undergraduate and graduate faculty members who were teaching across six Boston area universities and colleges when the Boston Marathon crisis occurred. Results found instructors felt a responsibility to emotionally respond to students during the crisis by acknowledging the crisis and highlighting resources in the classroom. The study further found that instructors often maintain curricular structure and invoke the crisis as a teaching tool to manage the classroom dynamic post-crisis. Limitations, directions for future research, and practical applications are discussed.

中文翻译:

探索波士顿马拉松炸弹危机期间高等教育课堂中的教学和情感反应

通过定性访谈,该研究探索了波士顿马拉松轰炸危机期间和之后的本科生和研究生教学教师的教学方法和情感反应。这项研究采访了九名本科生和研究生,他们在波士顿马拉松危机发生时正在波士顿六所大学和学院任教。结果发现,在危机期间,教师意识到对危机的感激并强调课堂上的资源,他们有责任对学生做出情感反应。研究还发现,教师经常保持课程结构,并把危机作为管理课堂动态后危机的教学工具。讨论了局限性,未来研究的方向以及实际应用。
更新日期:2016-01-01
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