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Descriptors:
Student Attitudes; Teacher Attitudes; Teacher Effectiveness; Lecture Method; Beliefs; Undergraduate Students; College Faculty; Questionnaires; Student Evaluation of Teacher Performance; Teacher Characteristics

Abstract:
To what extent do students and teachers hold similar beliefs about excellent teaching? Do differences in beliefs have practical implications (e.g., how students rate their teachers on end-of-semester evaluation forms)? In Study 1, undergraduate students (N=414) and faculty members (N=128) responded to questionnaires assessing their perceptions of an excellent discussion leader, lecturer, or instructor. Participants judged items that contributed to a Structure composite as more characteristic of excellent lecturers than excellent discussion leaders and items that contributed to a Process composite as more characteristic of excellent discussion leaders than excellent lecturers. Results for students and teachers showed several systematic differences. In Study 2,278 students and their course teachers rated the characteristics of a hypothetical excellent lecturer. In addition, students rated the effectiveness of their individual teachers. Students' ratings of their teachers were higher when students and teachers agreed on their perceptions of characteristics of excellent lecturers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; College Instruction; College Students; Communication Skills; Discussion (Teaching Technique); Higher Education; Interpersonal Relationship; Leadership Qualities; Lecture Method; Profiles; Student Attitudes; Teacher Behavior; Teacher Student Relationship; Teaching Skills

Abstract:
Study profiled excellent lecturers and discussion leaders from the perspective of 30 undergraduate students. As predicted, level of instructor interpersonal skills, focus on student personal/professional growth and on encouraging independent thinking/research were rated highly and considered more characteristic of excellent discussion leaders than of excellent lecturers; they rated preparation and focus on factual learning as more characteristic of excellent lecturers. (Author/MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Discussion (Teaching Technique); Higher Education; Student Attitudes; Student Participation; Student Reaction; Teacher Background; Teacher Behavior; Teacher Characteristics; Teacher Influence; Teacher Student Relationship; Teaching Methods

Abstract:
Reports on a study of 64 university faculty and 1,706 students on the relationship between teacher self-disclosure and student classroom participation. Finds that teacher self-disclosure is positively associated with students' willingness to participate in class discussions. Calls for further research. (CFR)

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Descriptors:
Clinical Experience; Curriculum Development; Doctoral Programs; Educational Strategies; Faculty Development; Higher Education; Practicums; Preservice Teacher Education; Psychologists; Psychology; Student Attitudes

Abstract:
While most college and university professors spend more time teaching than doing research, most graduate programs emphasize research rather than preparation for teaching. Describes a doctoral program in psychology that prepares students to be both researchers and teachers. (CFR)

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Descriptors:
College Mathematics; Educational Research; Error Patterns; Higher Education; Mathematical Concepts; Probability; Problem Solving

Abstract:
The purpose of the study was to determine whether students had knowledge of the extension rule (the conjunction of two or more events cannot be greater than the probability of any one of those events) and understanding of conjunction by giving a test of multiplicative probabilities. Involved were 598 students enrolled in introductory psychology courses. A 10-item test of mathematical skills was given; it contained simple, additive, and multiplicative probability problems. Students were assigned randomly to either an instructional set condition or no instructional set condition. It was found that the majority of students were influenced by the representativeness heuristic. Overall, 83% of the students failed to use the extension rule to evaluate the conjunction problem. The vast majority (85%) did not answer either of the multiplicative problems correctly, thus indicating a failure to calculate objective compound probabilities. (MNS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Change; Exceptional Child Education; Handicapped Children; Operant Conditioning; Parent Education; Program Descriptions; Program Evaluation; Reinforcement

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Behavior Change; Behavioral Science Research; Change Agents; Child Role; Family Relationship; Parent Child Relationship; Speeches

Abstract:
The behavior modification literature dealing with parent-child interaction has focused on training parents to modify their children's behavior. However, there is ample data which demonstrates that in ongoing social interactions between parents and children, children and parents control the behavior of one another. The viewpoint is offered that a reciprocal relationship between parent and child behavior exists and that behavior intervention strategies should recognize this fact. The present paper focuses on the child's role in determining parent behavior. Available data concerning attempts to train children to modify parent behavior are summarized. (Author) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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