A Holistic Examination of Students' Perceptions of Effective and Ineffective Communication by College Teachers.
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| Title: | A Holistic Examination of Students' Perceptions of Effective and Ineffective Communication by College Teachers. |
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| Language: | English |
| Authors: | Kramer, Michael W., Pier, P. M. |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 1997 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | College Faculty, Communication Research, Focus Groups, Higher Education, Q Methodology, Student Attitudes, Student Evaluation of Teacher Performance, Tables (Data), Teacher Behavior, Teacher Competencies, Teacher Effectiveness, Teacher Student Relationship |
| Abstract: | The first phase of this research used focus groups of current students to identify characteristics of effective and ineffective teachers. The second phase used q-methodology to have students holistically describe effective and ineffective teachers in small and large classes. Results suggest that there are different types of effective and ineffective teachers rather than one type and that there are few differences between teachers of small and large classes. Overall, findings suggest reconsideration of the process-product paradigm prevalent in teacher effectiveness research, since the combination of behaviors appears more important in determining teacher effectiveness than specific behaviors. (Contains 20 references; a list of focus group questions, a list of characteristics of effective and ineffective teachers, and 5 tables of data are appended.) (Author) |
| Entry Date: | 1998 |
| Accession Number: | ED416556 |
| Database: | ERIC |
| Abstract: | The first phase of this research used focus groups of current students to identify characteristics of effective and ineffective teachers. The second phase used q-methodology to have students holistically describe effective and ineffective teachers in small and large classes. Results suggest that there are different types of effective and ineffective teachers rather than one type and that there are few differences between teachers of small and large classes. Overall, findings suggest reconsideration of the process-product paradigm prevalent in teacher effectiveness research, since the combination of behaviors appears more important in determining teacher effectiveness than specific behaviors. (Contains 20 references; a list of focus group questions, a list of characteristics of effective and ineffective teachers, and 5 tables of data are appended.) (Author) |
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