Karen Rubinsztain
Pronouns: she/her
Research Mentor(s): Kevin Miller, Professor
Research Mentor School/College/Department: Psychology, College of Literature, Science, and the Arts
Presentation Date: Thursday, April 22, 2021
Session: Session 5 (3pm-3:50pm)
Breakout Room: Room 3
Presenter: 3
Abstract
The project uses mobile-eye tracking in classrooms to analyze teachers responses to misbehaviors in the classroom and find the most effective way of responding to a misbehavior. To measure this response, we have collected 52 different videos of 26 classrooms in which an expert teacher and a student teacher take turns teaching in. Each class period has various videos, an eye tracking video as well as a few stationary cameras focused on the students. The class periods last from 35 to 45 minutes long and feature 1st to 11th grade classrooms with around 20 or 30 students in them. The groups of students reflected different socioeconomic backgrounds. The mobile eye-tracking device tracks the teachers gaze, recording whether the teacher notices a student misbehaving. Trained coders watch each video and code each misbehavior and the teacher’s response. The point of the project is to code each misbehavior in the classroom and record whether the teacher sees it and how they respond. Preliminary results show that teachers are unaware of a majority of misbehaviors in their classrooms, that teachers respond fairly to misbehavior with regards to student gender, and that teachers are unresponsive to most of the misbehaviors they see. Although data originally suggested that teachers’ responses to boys and girls differ, further research shows that this is because boys and girls misbehave differently. This study allows educational psychologists to understand how and when teachers respond to misbehaviors in the classroom and allow them to evaluate any disparities in the education system.
Authors: Karen Rubintsztain
Research Method: Qualitative Study
