Classroom Incivilities: Students' Perceptions about Professors' Behaviors

Autor/inn/en	Stork, Elizabeth; Hartley, Nell Tabor
Titel	Classroom Incivilities: Students' Perceptions about Professors' Behaviors
Quelle	In: Contemporary Issues in Education Research, 2 (2009) 4, S.13-24 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	Student Attitudes; College Students; Teacher Behavior; College Faculty; Test Construction; Teacher Competencies; Teacher Student Relationship; Student Rights; Classroom Environment; Comparative Analysis; Pretests Posttests; Focus Groups; Surveys; Intervention; Private Colleges; Consciousness Raising; Gender Differences; Age Differences + Suchen Sie Ihr Suchwort? Schülerverhalten; Collegestudent; Teacher behaviour; Lehrerverhalten; Fakultät; Testaufbau; Lehrkunst; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Survey; Umfrage; Befragung; Privathochschule; Bewusstseinsbildung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
Abstract	A learning environment is a social one, and as a social environment it impacts what learners retain, how they form ideas, and what connections are made and lost when acquiring new skills and knowledge (Goleman, 2006). Today's college students' expectations for and perceptions of professors in the classroom are likely to influence their learning environments. This paper reports on the development of a 56-item instrument, the Student Perceptions of Professor Behavior (SPPB), and findings about student perceptions concerning offensiveness of professor behaviors. Preliminary results suggest students' perceptions fall into two domains: a professor's competence and interest, and respect for the individualism of students. Perceptions about egregiousness and number of offensive behaviors lessened over a course semester. Learning about today's students' perceptions and expectations may improve practices, learning environments and ultimately learning outcomes. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01