Literaturnachweis - Detailanzeige
| Autor/inn/en | Loes, Chad N.; Saichaie, Kem; Padget, Ryan D.; Pascarella, Ernest T. |
|---|---|
| Titel | The Effects of Teacher Behaviors on Students' Inclination to Inquire and Lifelong Learning |
| Quelle | In: International Journal for the Scholarship of Teaching and Learning, 6 (2012) 2, Artikel 7 (22 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-4744 |
| Schlagwörter | Lifelong Learning; Teacher Behavior; Inquiry; Intention; College Freshmen; Teacher Effectiveness; Student Characteristics; Institutional Characteristics; Behavior Rating Scales; Predictor Variables; Teacher Expectations of Students; Classroom Techniques; Course Organization; Feedback (Response); Student Evaluation of Teacher Performance; Student Surveys; Statistical Analysis |
| Abstract | This study estimated the effects of teacher organization, clarity, classroom challenge and faculty expectations, support, and prompt feedback on students' inclination to inquire and lifelong learning during the first year of college. Controlling for a battery of potential confounding influences, teacher organization was positively associated with gains in students' Need for Cognition, while instructor clarity, classroom challenge/high expectations, and prompt feedback resulted in gains in both Need for Cognition and Positive Attitudes Toward Literacy. Lastly, it appears that the influence of teacher support on students' Need for Cognition is conditional by level of tested academic preparation. (As Provided). |
| Anmerkungen | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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