Literaturnachweis - Detailanzeige
| Autor/inn/en | Dickinson, Amber R.; Kreitmair, Ursula W. |
|---|---|
| Titel | The Importance of Feeling Cared For: Does a Student's Perception of How Much a Professor Cares about Student Success Relate to Class Performance? |
| Quelle | In: Journal of Political Science Education, 17 (2021) 3, S.356-370 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1551-2169 |
| DOI | 10.1080/15512169.2019.1659803 |
| Schlagwörter | Student Attitudes; Undergraduate Students; College Faculty; Teacher Student Relationship; Caring; Classroom Environment; Performance Factors; Academic Achievement; United States Government (Course); Introductory Courses; Voting; Public Colleges; Citizen Participation |
| Abstract | Research indicates that there are many key things a professor may do to contribute to the success of a college student. Teaching style, instructor enthusiasm for the subject, and knowledge of a professor all have impacts on the kind of experience a student has in the classroom. There is a strong body of research to pull from indicating effort on an instructor's part to create a meaningful learning experience through classroom organization, encouraging active learning practices, and offering meaningful feedback are also contributing factors to student success. There has been a great amount of research dedicated to examining in- and out-of-class relationships between students and professors, and it is evident all of these things make a difference in the effort put into coursework, learning outcomes achieved, and success levels of students. This research attempts to further the existing body of research on student-faculty relationships by exploring the element of feeling cared for in a classroom. This research seeks to find a connection between a student's perceptions of how much a professor cares about his or her success in a course and/or cares about that student in general and whether that perception relates to student effort and learning outcomes in a course. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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