Teacher Immediacy and Student Learning: An Examination of Lecture/Laboratory and Self-Contained Course Sections

Autor/inn/en	LeFebvre, Luke; Allen, Mike
Titel	Teacher Immediacy and Student Learning: An Examination of Lecture/Laboratory and Self-Contained Course Sections
Quelle	In: Journal of the Scholarship of Teaching and Learning, 14 (2014) 2, S.29-45 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Teaching Assistants; Proximity; Lecture Method; Teaching Methods; Laboratories; Teacher Behavior; College Students; Introductory Courses; Public Speaking; Behavior Rating Scales; Affective Measures; Cognitive Processes; Self Esteem; Teacher Student Relationship; Activity Units + Suchen Sie Ihr Suchwort? Lebensnähe; Teaching method; Lehrmethode; Unterrichtsmethode; Laboratory; Laboratorium; Teacher behaviour; Lehrerverhalten; Collegestudent; Einführungskurs; Vortrag; Cognitive process; Kognitiver Prozess; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Area of activity; Tätigkeitsfeld
Abstract	This study examined teaching assistant's immediacy in lecture/laboratory and self-contained classes. Two hundred fifty-six students responded to instruments measuring teachers' immediacy behavior frequency, perceptions of instruction quality, and cognitive learning. No significant difference was identified when comparing lecture/laboratory and self-contained teaching assistants' immediacy behaviors. But all students who observed frequent immediate behaviors demonstrated higher affective and cognitive learning. Teaching assistants' ratings had significantly higher levels of faculty-student interaction for self-contained sections but lecture/laboratory sections were significantly higher for student effort/involvement. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10