Author: John Monroe AndersonPublisher:
ISBN:
Category :
Languages : en
Pages : 374
Book Description
The Effect of Age and Gender on Students' Perceptions of Valued College-instructor Characteristics and Behaviors
Author: John Monroe AndersonPublisher:
ISBN:
Category :
Languages : en
Pages : 374
Book Description
Communication and Learning
Author: Paul WittPublisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501502441
Category : Language Arts & Disciplines
Languages : en
Pages : 776
Book Description
In this volume, leading scholars from the fields of communication, educational psychology, and international education address what is known about the strategic role of interpersonal communication in the teaching/learning process. Instruction often involves spoken communication that carries information from teacher to learner, and in these instances the teacher's skillful and strategic use of language has a measurable impact on learning outcomes. Thus, the cumulative findings of instructional communication research are instrumental in maximizing the efficiency and effectiveness of both teaching and learning. Major sections of this volume include: Historical and Theoretical Foundations Instructor Characteristics and Behaviors Student Characteristics and Outcomes Pedagogy and Classroom Management Teaching and Learning Communication Across the Life-span This handbook serves researchers, professors, and graduate students by surveying the collective findings of research and experience concerning the intentional activity of teaching and learning.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 562
Book Description
The Effects of Gender on the Behaviors and Perceptions of Students and Instructors in the College Classroom
Author: Kristine Lynn BradyJournal of Character Education
Author: Jacques S. BenningaPublisher: IAP
ISBN: 164802484X
Category : Education
Languages : en
Pages : 113
Book Description
Sample Chapters- FOR THE BETTER, Marvin W Berkowitz, University of Missouri—St. Louis - THE OVERLOOKED INEQUITY, Eric Schaps The Journal of Character Education is the only professional journal in education devoted to character education. It is designed to cover the field—from the latest research to applied best practices. We include original research reports, editorials and conceptual articles by the best minds in our field, reviews of the latest books, and other relevant strategies and manuscripts by educators that describe best practices in teaching and learning related to character education. The Journal of Character Education has for over a decade been the sole scholarly journal focused on research, theory, measurement, and practice of character education. In this issue of the Journal of Character Education we return to something foundational and introduce something new. The foundational element is a set of six independent scholarly manuscripts by a mix of emerging and established scholars. We are pleased to introduce a new feature of the Journal of Character Education in this issue, namely a section we are calling simply “Opinion.” We began the JCE with an exclusive focus on publishing scholarship because there was no scholarly journal that focused on character education. Over time we realized that we wanted to speak about practice and particularly to practitioners as well. Hence we created a section we call “Voices” to present innovations and perspectives representing the “voices” of exemplary practitioners of character education. Now we introduce the “Opinion” section that will allow us to publish perspectives from leading authorities in the field that might be more provocative. We would love to hear responses to either or both opinion articles and are working on plans to share such responses, perhaps on one of our related websites. At this point, we plan on publishing more opinion articles, and for now, by invitation. However, we are always willing to consider unsolicited articles for possible inclusion in the JCE.
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 848
Book Description
Handbook of Academic Integrity
Author: Sarah Elaine EatonPublisher: Springer Nature
ISBN: 3031399897
Category : Education
Languages : en
Pages : 1924
Book Description
The book brings together diverse views from around the world and provides a comprehensive overview of academic integrity and how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 20-30 years. New technologies that have made it easier than ever for students to ‘cut and paste’, coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ‘on the rise’. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address – students copying sources without attribution – has in fact, turned out to be a complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few. Because of this broad interest and input, this handbook serves as the single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.
Resources in Education
Author: Ethnic Matching
Author: Donald Easton-BrooksPublisher: Rowman & Littlefield
ISBN: 1475839677
Category : Education
Languages : en
Pages : 155
Book Description
Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Unintended Barriers
Author: Tucker Lamar JonesPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Prior research has shown that instructors often engage in behaviors that (for better or worse) substantially impact their students' subjective experiences within the class. For example, recent research has shown that instructors' subjective experiences during class are likely to "trickle down" and influence the subjective experiences of their students which, in turn, can impact students' engagement and performance on assessments (Saucier et al., in press). Given the ease at which certain students (e.g., first-generation college students, students who feel like they do not belong in higher education) may be likely to misinterpret and react negatively toward common and unintentional instructor behaviors (e.g., low energy level, use of highly technical language), more research that explores the extent to which students' generational status (i.e., being a first-generation vs. a continuing-generation college student) and/or overall sense of belonging in higher education is related to their perceptions of and anticipated responses to various instructor behaviors is needed. As such, two studies were designed to systematically examine the extent to which students' generational status and/or the extent to which they feel like they do (or do not) belong in higher education is related to their perceptions of and anticipated responses toward various instructor behaviors. Study 1 examined the differences between first-generation and continuing-generation college students in their perceptions of and anticipated responses to instructor behaviors that are positive, neutral, or negative. Although there were no differences between these students in their perceptions of and anticipated responses toward the different instructor behaviors, the results from Study 1 clearly show the substantial impact that instructors' behaviors can have on their students' subjective experiences. Students in Study 1 tended to agree more strongly that they had especially favorable perceptions of and anticipated responses toward positive instructor behaviors than neutral or negative instructor behaviors. Study 2 examined the extent to which first-generation and continuing-generation college students' overall sense of belonging is related to their perceptions of the same instructor behaviors that were used in Study 1. The results from Study 2 generally replicated those from Study 1, but also showed that sense of belonging is significantly related to first-generation and continuing-generation college students' perceptions of and anticipated responses toward various instructor behaviors. More specifically, continuing-generation college students with a lower overall sense of belonging tended to rate positive instructor behaviors more negatively, whereas first-generation college students with a higher overall sense of belonging tended to rate negative instructor behaviors more favorably. Overall, the results from these studies contribute to the extant literatures on instructor behaviors, first-generation and continuing-generation college students, and students' sense of belonging within higher education. Further, by identifying the instructor behaviors that (for better or worse) impact students' subjective experiences during class, the results from the current investigation have the potential to inform professional development programs that will attempt to maximize positive instructor behaviors, minimize negative instructor behaviors, and, in doing so, enhance the subjective experiences for both students and instructors.