Literaturnachweis - Detailanzeige
| Autor/inn/en | Page, Jane A.; Page, Fred M., Jr. |
|---|---|
| Titel | Collegiate Instruction: Some Differences among Faculty Members Based on Rank, Years of Experience, and School Affiliation. |
| Quelle | (1987), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Academic Rank (Professional); Classroom Techniques; College Faculty; College Instruction; College Programs; Comparative Analysis; Departments; Higher Education; Specialization; Teacher Attitudes; Teacher Characteristics; Teaching Experience; Teaching Methods |
| Abstract | The frequency of various teaching strategies used by 144 college faculty were investigated, along with faculty perceptions concerning the importance of selected teaching variables. Differences in perceptions of faculty who differ in rank, teaching experience, and school affiliation within the institution's organizational plan were also assessed. Nine instructional methods were rated to determine extent of utilization: audiovisual instruction, computer-assisted instruction, demonstration, individualized instruction, lecture, open discussion, small group instruction, student-centered activity, and teacher-directed discussion. Findings include: small group instruction was used significantly more by associate professors than by assistant professors; the lecture method was used significantly more by individuals with 5 or fewer years of experience; individualized instruction was used significantly more by arts and sciences faculty than by business faculty; clarity was viewed as a significantly less important variable by faculty with more than 20 years experience; and the variable of structuring comments was viewed as significantly more important by faculty with 5 or fewer years of experience. (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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