Hidden Assets: Student and Teacher Introverts
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| Title: | Hidden Assets: Student and Teacher Introverts |
|---|---|
| Language: | English |
| Authors: | Sara Schnoor |
| Source: | Phi Delta Kappan. 2026 107(5-6):56-60. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | N |
| Page Count: | 5 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Extraversion Introversion, Bias, Student Participation, Environmental Influences, Educational Environment, Cognitive Style, Thinking Skills, Students, Teachers, Attention, Decision Making, Creative Thinking, Listening, Student Characteristics, Teacher Characteristics |
| DOI: | 10.1177/00317217261434757 |
| ISSN: | 0031-7217 1940-6487 |
| Abstract: | Educational spaces often favor extroverted traits, marginalizing introverted students and educators. Sara Schnoor explores the impact of introversion bias in schools and highlights introverts' strengths, including deep thinking, strategic decision-making, and attentive listening. She offers practical strategies for fostering inclusion of introverts, such as redefining participation, creating reflective spaces, and recognizing diverse leadership styles. By addressing these biases, educators and administrators can cultivate learning environments that honor all personality types, ultimately enriching school culture and student success. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500688 |
| Database: | ERIC |
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| Abstract: | Educational spaces often favor extroverted traits, marginalizing introverted students and educators. Sara Schnoor explores the impact of introversion bias in schools and highlights introverts' strengths, including deep thinking, strategic decision-making, and attentive listening. She offers practical strategies for fostering inclusion of introverts, such as redefining participation, creating reflective spaces, and recognizing diverse leadership styles. By addressing these biases, educators and administrators can cultivate learning environments that honor all personality types, ultimately enriching school culture and student success. |
|---|---|
| ISSN: | 0031-7217 1940-6487 |
| DOI: | 10.1177/00317217261434757 |
