Classroom Organization and Participation: College Students' Perceptions

References

• Astin, A. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.
   Google Scholar
• Auster, C. J., & MacRone, M. (1994). The classroom as a negotiated social setting: An empirical study of the effects of faculty members' behavior on students' participation. Teaching Sociology, 22, 289–300.
   Web of Science ®Google Scholar
• Barbalet, J. M. (1998). Emotion, social theory, and social structure: A macrosciological approach. New York: Cambridge University Press.
   Google Scholar
• Blau, P. M., & Schoenherr, R. A. (1971). The structure of organizations. New York: Basic Books.
   Google Scholar
• Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: George Washington University.
   Google Scholar
• Bransford, J. D. (1979). Human cognition: Learning, understanding and remembering. Belmont, CA: Wadsworth.
   Google Scholar
• Burawoy, M. (1979). Manufacturing consent. Chicago: University of Chicago Press.
   Google Scholar
• Chen, H. (1983). Flowgraph analysis for effect decomposition: Use in recursive and non-recursive models. Sociological Methods & Research, 12, 23–29.
   Web of Science ®Google Scholar
• Collins, R. (1984). The role of emotion in social structure. In K. R. Scherer & P. Ekman (Eds.), Approaches to emotion (pp. 385–396). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Constantinople, A. P., Corneilius, R., & Gray J. M. (1988). A chilly climate: Fact or artifact? Journal of Higher Education 59, 527–550.
   Web of Science ®Google Scholar
• Corneilius, R., Gray, J. M., & Constantinople, A. P. (1990). Student-faculty interaction in the college classroom. Journal of Research and Development in Education, 23, 189–197.
   Google Scholar
• Crawford, M., & MacLeod, M. (1990). Gender in the college classroom: An assessment of the ‘chilly climate’ for women. Sex Roles, 23, 101–122.
   Web of Science ®Google Scholar
• Crone, J. A. (1997). Using panel debates to increase student involvement in the Introductory Sociology class. Teaching Sociology, 25, 214–218.
   Web of Science ®Google Scholar
• Crone, J. A. (2001). Attaining more and greater depth of discussion in the undergraduate classroom: The seminar and seminar paper. Teaching Sociology, 29, 229–236.
   Web of Science ®Google Scholar
• Duncan, O. D., Featherman, D., & Duncan, B. (1972). Socioeconomic background and achievement. New York: Seminar.
   Google Scholar
• Endo, J., & Harpel, R. (1982). The effect of student-faculty interaction on students' educational outcomes. Research in Higher Education, 16, 115–138.
   Web of Science ®Google Scholar
• Ethington, C. (2000). Influences of the normative environment of peer groups on community college students' perceptions of growth and development. Research in Higher Education, 41, 703–722.
   Web of Science ®Google Scholar
• Fassinger, P. A. (1995). Professors' and students' perceptions of why students participate in class. Teaching Sociology, 24, 25–33.
   Web of Science ®Google Scholar
• Fischer, C. G., & Grant, G. E. (1983). Intellectual levels in college classrooms. In C. L. Ellner & C. P. Barnes (Eds.), Studies of college teaching (pp. 47–60). Lexington, MA: D.C. Heath.
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury.
   Google Scholar
• Fritschner, L. M. (2000). Inside the undergraduate college classroom: Faculty and students differ on the meaning of student participation. Journal of Higher Education, 71, 342–362.
   Web of Science ®Google Scholar
• Gareth, M. (1986). Images of organization. Newbury Park: SAGE Publications.
   Google Scholar
• Garside, C. (1996). Look who's talking: A comparison of lecture and group discussion teaching strategies in developing critical thinking skills. Communication Education, 45, 212–227.
   Web of Science ®Google Scholar
• Gouldner, A. (1960). The norm of reciprocity: A preliminary statement. American Sociological Review, 25, 161–78.
   Web of Science ®Google Scholar
• Hall, R. H., Haas, J. E., & Johnson, N. J. (1967). Organizational size, complexity, and formalization. American Sociological Review, 32, 903–912.
   Web of Science ®Google Scholar
• Hall, R., & Sandler, B. (1982). The classroom climate: A chilly one for women? Washington, DC: Project on the Status and Education of Women, Association of American Colleges.
   Google Scholar
• Howard, J. R., Short, L. B., & Clark, S. M. (1996). Students' participation in the mixed-age college classroom. Teaching Sociology, 24, 8–24.
   Web of Science ®Google Scholar
• Howard, J. R., & Henney, A. L. (1998). Student participation and instructor gender in the mixed-age college classroom. Journal of Higher Education, 69, 384–405.
   Web of Science ®Google Scholar
• Howard, J. R., & Baird, R. (2000). The consolidation of responsibility and students' definitions of situation in the mixed-aged college classroom. Journal of Higher Education, 71, 700–721.
   Web of Science ®Google Scholar
• Howard, J. R., James, G. H. III, & Taylor, D. R. (2002). The consolidation of responsibility in the mixed-age college classroom. Teaching Sociology, 30, 214–234.
   Web of Science ®Google Scholar
• Jackson, P. E. (1968). Life in classrooms. New York: Holt, Rinehart & Winston.
   Google Scholar
• Jiang, Q., & Weaver, R. R. (2000). Teaching research methods through collaborative, community research: A learning-by-doing approach. Annual Meeting of the North Central Sociological Association, Pittsburgh, PA.
   Google Scholar
• Karp, D. A., & Yoels, W. C. (1976). The college classroom: Some observations on the meaning of student participation. Sociology and Social Research, 60, 421–439.
   Google Scholar
• Lehman, P. (1997). Group problem-solving approach to learning about gender stratification and research process in Introductory Sociology. Teaching Sociology, 25, 72–77.
   Web of Science ®Google Scholar
• Mauss, M. (1925/1967). The gift. New York: Norton.
   Google Scholar
• McClendon, M. J. (1994). Multiple regression and causal analysis. Itasca, IL: F.E. Peacock Publishers, Inc.
   Google Scholar
• Meyer, J. W., & Rowan, B. (1978). Environments and organizations. San Francisco: Jossey-Bass, Inc.
   Google Scholar
• Meyer, M. W. (1979). Organizational structure as signaling. Pacific Sociological Review, 22, 481–500.
   Google Scholar
• Mills, C. W. (1956). White collar: The American middle class. New York: Oxford University Press.
   Google Scholar
• Nunn, C. E. (1996). Discussion in the college classroom: Triangulating observational and survey results. Journal of Higher Education, 67, 243–266.
   Web of Science ®Google Scholar
• Pugh, D. S., Hickson, D. J., Hinings, C.R., & Turner, C. (1969). The context of organization structures. Administrative Science Quarterly, 14, 91–114.
   Web of Science ®Google Scholar
• Rau, W., & Heyl, B. S. (1990). Humanizing the college classroom: Collaborative learning and social organization among students. Teaching Sociology, 18, 141–155.
   Web of Science ®Google Scholar
• Roethlisberger, F. J., & Dickson, W. J. (1939). Management and the worker. Cambridge, MA: Harvard University Press.
   Google Scholar
• Scott, W. R. (1992). Organizations: Rational, natural, and open systems (3rd ed.). New Jersey: Prentice Hall.
   Google Scholar
• Smith, D. G. (1983). Instruction and outcomes in an undergraduate setting. In C. L. Ellner & C. P. Barnes (Eds.), Studies of college teaching (pp. 83–116). Lexington, MA: D.C. Heath.
   Google Scholar
• Smith, D. H. (1996). Developing a more interactive classroom: A continuing odyssey. Teaching Sociology, 24, 64–75.
   Web of Science ®Google Scholar
• Snyder, B. R. (1971). The hidden curriculum. New York: Alfred A. Knopf.
   Google Scholar
• Terenzini, P. T., Pascarella, E. T., & Blimling, G. S. (1999). Students' out-of-class experiences and their influence on learning and cognitive development: A literature review. Journal of College Student Development, 40, 610–623.
   Web of Science ®Google Scholar
• Thompson, J. (1996). The ‘between’ of teaching sociology: Ways of knowing and teaching. Teaching Sociology, 24, 321–330.
   Web of Science ®Google Scholar
• Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68, 599–623.
   Web of Science ®Google Scholar
• Tinto, V. (2002, February 28–March 1). Taking student learning seriously. Keynote address presented at the Southwest Regional Learning Communities Conference, Tempe, AZ.
   Google Scholar
• Tinto, V., & Russo, P. (1993). A longitudinal study of the Coordinated Studies Program at Seattle Central Community College. Syracuse, NY: National Center for Postsecondary Teaching, Learning, and Assessment, Syracuse University.
   Google Scholar
• Weaver, R. R., Corbin, B. R., & Converse, J. W. (1995). Bringing an applied research project to the classroom. Journal of Applied Sociology, 12, 31–48.
   Google Scholar
• Weidman, J. C. (1989). Undergraduate socialization: A conceptual approach. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 5, pp. 289–322).New York: Agathon Press.
   Google Scholar