An Examination of Similarities and Differences among Adults' Perceptions of Instructional Excellence.

Autor/in	Donaldson, Joe F.
Titel	An Examination of Similarities and Differences among Adults' Perceptions of Instructional Excellence.
Quelle	(1989), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Students; College Faculty; Educational Quality; Excellence in Education; Higher Education; Student Attitudes; Student Evaluation of Teacher Performance; Teacher Effectiveness; Teacher Evaluation; Teacher Improvement; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Fakultät; Quality of education; Bildungsqualität; Lernerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Information is presented on a study to explore similarities and differences among adults in their perceptions of attributes associated with exemplary instruction. Three purposes were to: determine how returning adults describe the instructors they find exemplary and compare these findings with the findings of previous research about younger student perceptions; explore similarities and differences in perceptions; and use the findings to generate propositions for further study. Bases of comparison were gender, age, level of study, subject matter, profession, and stage in professional career. A content analysis was done on 176 letters of recommendation received from adult students in an excellence in off-campus teaching award program at a large midwestern research university. Content analysis yielded 971 data elements in 28 categories focusing on instructional techniques, instructor-student relationships, course outcomes, instructor as a person, and instructor professionalism. Much commonality was found between characteristics of excellent instruction reported by adult students and those reported by traditional undergraduate students from other studies. Findings suggest students' expectations of instructors arise from the interaction of such factors as content studied, student status, and personal situation. Common patterns of normative evaluations or expectations can be extended via the additive and diversifying experiences of adulthood. Also, these common patterns can be modified through the particular experiences of academic preparation and adulthood. Tables are included. Contains 17 references. (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01