Sex differences in college student-teacher interactions: Fact or fantasy?

Sex Roles ◽  
1981 ◽  
Vol 7 (8) ◽  
pp. 775-784 ◽  
Author(s):  
P. Dee Boersma ◽  
Debora Gay ◽  
Ruth A. Jones ◽  
Lynn Morrison ◽  
Helen Remick
Keyword(s):  
Sex Differences ◽  
College Student ◽  
Student Teacher ◽  
Teacher Interactions

Sex differences in student?teacher interactions in the college classroom

Sex Roles ◽  
1977 ◽  
Vol 3 (4) ◽  
pp. 345-352 ◽  
Author(s):  
Sarah Hall Sternglanz ◽  
Shirley Lyberger-Ficek
Keyword(s):  
Sex Differences ◽  
Student Teacher ◽  
College Classroom ◽  
Teacher Interactions

Student & Teacher Interactions during Evaluative Dialogues in Art

Art Education ◽  
1965 ◽  
Vol 18 (4) ◽  
pp. 13 ◽  
Author(s):  
Layman H. Jones
Keyword(s):  
Student Teacher ◽  
Teacher Interactions

scholarly journals Sex Differences in College Student Adherence to NIAAA Drinking Guidelines

2013 ◽  
pp. n/a-n/a ◽  
Author(s):  
Bettina B. Hoeppner ◽  
Anna L. Paskausky ◽  
Kristina M. Jackson ◽  
Nancy P. Barnett
Keyword(s):  
Sex Differences ◽  
College Student

scholarly journals Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education

2020 ◽  
pp. 118-125
Author(s):  
Mercedes MORERA-FERNANDEZ ◽  
Aram MORERA-MESA ◽  
Miguel Angel MORERA-FUMERO ◽  
Javier HERNANDEZ-PEREZ ◽  
Armando Luis MORERA-FUMERO
Keyword(s):  
Secondary Education ◽  
Student Teacher ◽  
Teacher Interactions

Facilitating Communication as a Basis for Intervention for Students with Severe Behavioral Disorders

1988 ◽  
Vol 13 (4) ◽  
pp. 280-287 ◽  
Author(s):  
Robert H. Zabel ◽  
Anne M. Bauer ◽  
Regina H. Sapona
Keyword(s):  
Social Competence ◽  
Recent Work ◽  
Behavioral Disorders ◽  
Student Teacher ◽  
Teacher Interactions ◽  
Students With Autism ◽  
Role Of Teachers ◽  
Problem Solvers ◽  
Study Student

Current research in the role of teachers as problem solvers and emerging interest in pragmatics have increased the need to study student-teacher interactions and behaviors in context. In view of this recent work which addresses the equivalence of communicative and social competence, a facilitative rather than directive approach with students with autism and severe behavioral disorders seems appropriate for consideration. In this article, current approaches to working with students with behavioral disorders are reviewed. In response to this review, the facilitative approach is posited. The article concludes with a discussion of the research currently emerging from the facilitative approach.

Peer Response to Messages of Distress

Crisis ◽  
2013 ◽  
Vol 34 (3) ◽  
pp. 183-191 ◽  
Author(s):  
Alison L. Barton ◽  
Jameson K. Hirsch ◽  
M. Christine Lovejoy
Keyword(s):  
Social Support ◽  
Young Adults ◽  
Sex Differences ◽  
College Student ◽  
Peer Support ◽  
Peer Response ◽  
Professional Help ◽  
Peer Problems ◽  
Help Giving ◽  
E Mail

Background: Suicidal young adults often confide their distress to peers. It is unclear, however, what types of assistance a friend may offer in response to various symptoms of distress as well as whether the sex of either individual affects responses. Aims: We examined open-ended responses to e-mail vignettes from a fictitious friend exhibiting depressed, irritable, or overtly suicidal communications. Method: College student participants (n = 106) read e-mail messages from a fictitious friend, to which they composed a reply. Replies were coded to reflect the presence/absence of mention of professional help, problem-oriented (personal) help, and social support. Results: Problem-oriented help was offered the most across conditions; professional help was offered least in response to depressed or irritable vignettes. Women were more likely to offer any type of help than men. Patterns of help-giving and sex differences in help-giving varied by condition. Conclusions: Results indicate students’ preferences for solving peer problems personally rather than professionally. Campus prevention and intervention efforts should focus on enhancing students’ peer support and referral skills.

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