Classroom Civility is Another of Our Instructor Responsibilities

By Lloyd J. Feldmann. 2001

237 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/682503f8c6115623a3f9926ca4745114816e98cb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Alan K. Goodboy
2. Diana L. Rehling
3. Wendy L. Bjorklund
4. B. Caza
5. Lilia M. Cortina
6. San Bolkan
7. S. Myers

In Social Psychology

1. Alan K. Goodboy
2. San Bolkan
3. Diana L. Rehling
4. Wendy L. Bjorklund
5. B. Caza
6. Lilia M. Cortina
7. Sherwyn P. Morreale
8. S. Myers

In Sociology and Political Science

1. B. Caza
2. Alan K. Goodboy
3. Diana L. Rehling
4. Wendy L. Bjorklund
5. Lilia M. Cortina
6. San Bolkan
7. S. Myers
8. Kathi N Miner

Citations in the corpus

• Student Perceptions of Classroom Incivility (2009, methodology): “Higher education has focused primarily upon declining civility in the classroom (Alexander-Snow 2004; Dechter 2007; Feldmann 2001; Sorcinelli 1994).”
• The Basic Communication Course at U.S. Colleges and Universities in the 21st Century: Study VII (2006, background): “Additionally, the inclusion of issues with student civility in this list of problems echoes the concerns of many instructors in higher education (e.g., Burns, 2003; Chory-Assad & Paulsel, 2004; Feldmann, 2001; Richardson, 1999).”
• Understanding Student and Faculty Incivility in Higher Education. (2012, unknown): “In particular, both faculty and students are bothered by individuals who hold side conversations with classmates that are loud and disruptive (Feldmann, 2001; Alberts et al., 2010).”
• From Insult to Injury: Explaining the Impact of Incivility (2007, background): “Given the importance of social relations in educational settings (e.g., Feldmann, 2001; Plank, McDill, McPartland, & Jordon, 2001), it is important that we systematically examine the experience of everyday social (and antisocial) interactions among students, professors, administrators, and other…”
• College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes (2009, background): “express power, and (c) a need to obtain something of value (Feldmann, 2001).”
• The Effect of Teacher Confirmation on Student Communication and Learning Outcomes (2008, background): “Although student communication motives and student participation share constructive outcomes in the classroom, other student communication behaviors may be much more detrimental (Boice, 1996; Feldmann, 2001).”