Critical Teaching Behaviors as Perceived by Adult Undergraduates.

Autor/in	Ross, Jovita Martin
Titel	Critical Teaching Behaviors as Perceived by Adult Undergraduates.
Quelle	(1989), (25 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Students; Andragogy; College Faculty; Critical Incidents Method; Higher Education; Student Characteristics; Student Evaluation of Teacher Performance; Teacher Behavior; Teacher Characteristics; Teacher Effectiveness; Teacher Student Relationship; Teaching Styles + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil
Abstract	This study explored adult students' conceptions of good college teaching, with a particular aim to identify characteristics distinguishing their conceptions from those of traditional age undergraduate students. Responses to an open-ended questionnaire were received from 181 respondents whose ages ranged from 25 to 57. Results revealed a relative consistency with results obtained in previous studies of traditional age students' perceptions of effective teachers. Across age groups and for both sexes, the most frequently described characteristics of effective teaching focused on teaching style, including clarity of presentations, organization of presentations, the ability to create student involvement, and interesting lectures. In the category of teacher-student relationships, the most positive statements were made about teachers who provided assistance beyond class, showed concern for students, and created a warm learning climate. Adult students indicated high regard for clarity of presentation, well organized lectures and classroom management. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01