A Comparison of Student and Professor Perceptions of Teacher Immediacy Behaviors in Large Agricultural Classrooms.

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Bibliographic Details
Title:	A Comparison of Student and Professor Perceptions of Teacher Immediacy Behaviors in Large Agricultural Classrooms.
Authors:	Estepp, Christopher M.¹ cestepp@sulross.edu, Shelnutt, Karla P.² kpagan@ufl.edu, Roberts, T. Grady² groberts@ufl.edu
Source:	NACTA Journal. Mar2014, Vol. 58 Issue 1-4, p157-164. 8p.
Subject Terms:	Floating teachers, Classroom utilization, Classes (Groups of students), School facilities, Information services in education, Educational planning
Abstract:	The purpose of this study was to examine student and professor perceptions of teachers' use of immediacy behaviors in large college of agriculture classrooms. A convenience sample of 555 students and eight professors were surveyed. Students perceived that professors were engaging in the classroom but infrequently initiated one-on-one student interactions. Professors also perceived that they were engaging in the classroom and least frequently initiated one-on-one interactions with individual students. When comparing responses from students and professors, professors perceived they more frequently displayed 21 of the 24 immediacy behaviors than their students perceived. The largest discrepancy was professors perceived that they provide feedback and comments on student work much more often than their students perceived. Professors and students were in agreement that professors frequently use a variety of vocal expressions, use humor, smile at the whole class and have relaxed body positions while teaching. Professors and students were also in agreement that professors infrequently initiate one-onone interactions with individual students. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The purpose of this study was to examine student and professor perceptions of teachers' use of immediacy behaviors in large college of agriculture classrooms. A convenience sample of 555 students and eight professors were surveyed. Students perceived that professors were engaging in the classroom but infrequently initiated one-on-one student interactions. Professors also perceived that they were engaging in the classroom and least frequently initiated one-on-one interactions with individual students. When comparing responses from students and professors, professors perceived they more frequently displayed 21 of the 24 immediacy behaviors than their students perceived. The largest discrepancy was professors perceived that they provide feedback and comments on student work much more often than their students perceived. Professors and students were in agreement that professors frequently use a variety of vocal expressions, use humor, smile at the whole class and have relaxed body positions while teaching. Professors and students were also in agreement that professors infrequently initiate one-onone interactions with individual students. [ABSTRACT FROM AUTHOR]
ISSN:	01494910