Low-inference Teaching Behaviors and College Teaching Effectiveness: Recent Developments and Controversies

One hundred and ninety-two students from seven social work programs were surveyed regarding their instructor's use of classroom teaching behaviors, exams, papers, and role plays and the instructor's knowledge, experience, and ability to serve as a role model. The association between these variables and three measures of teaching effectiveness was examined. Results suggest that the instructor's knowledge of the field practicum, the ability to convey this knowledge to students, and help students link classroom and field learning are critical. The findings reveal the subtle role played by instructor experience in enhancing teaching effectiveness. Implications of the findings are discussed, including contradictions between what students found helpful and what they reported their instructor actually did.

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Student Evaluation of College Teaching Behaviors Instrument: A Factor Analysis

The Journal of Higher Education ◽

10.1080/00221546.1973.11776894 ◽

1973 ◽

Vol 44 (8) ◽

pp. 596-604 ◽

Cited By ~ 4

Author(s):

Gordon E. Greenwood ◽

Charles M. Bridges ◽

William B. Ware ◽

James E. McLean

Keyword(s):

Factor Analysis ◽

Student Evaluation ◽

College Teaching ◽

Teaching Behaviors

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When Teacher Enthusiasm Is Authentic or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’ Emotions

AERA Open ◽

10.1177/2332858418782967 ◽

2018 ◽

Vol 4 (2) ◽

pp. 233285841878296 ◽

Cited By ~ 4

Author(s):

Melanie M. Keller ◽

Eva S. Becker ◽

Anne C. Frenzel ◽

Jamie L. Taxer

Keyword(s):

Teaching Effectiveness ◽

Well Being ◽

The Other ◽

Teaching Behaviors ◽

Teacher Enthusiasm ◽

Low Levels ◽

High Level ◽

Level 2

It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students’ enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students’ emotions. Study findings are discussed with respect to teachers’ emotional well-being and teaching effectiveness.

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Student Raters' Referents in Rating College Teaching Effectiveness

The Journal of Psychology ◽

10.1080/00223980.1974.9924824 ◽

1974 ◽

Vol 86 (2) ◽

pp. 247-249 ◽

Cited By ~ 2

Author(s):

John Follman ◽

Carolyn Lavely ◽

Stuart Silverman ◽

John Merica

Keyword(s):

Teaching Effectiveness ◽

College Teaching

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On "Construct validity of measures of college teaching effectiveness."

Journal of Educational Psychology ◽

10.1037/0022-0663.79.3.326 ◽

1987 ◽

Vol 79 (3) ◽

pp. 326-330 ◽

Cited By ~ 12

Author(s):

John F. Gaski

Keyword(s):

Construct Validity ◽

Teaching Effectiveness ◽

College Teaching

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What Constitutes Poor Teaching? A Preliminary Inquiry Into the Misbehaviors of Not-So-Good Instructors

Teaching of Psychology ◽

10.1177/0098628317727907 ◽

2017 ◽

Vol 44 (4) ◽

pp. 330-334 ◽

Cited By ~ 4

Author(s):

Jessica Busler ◽

Claire Kirk ◽

Jared Keeley ◽

William Buskist

Keyword(s):

Student Learning ◽

Phase 1 ◽

College Teaching ◽

Phase 2 ◽

Teaching Behaviors ◽

Phase 3 ◽

Course Content ◽

Learning Assessments ◽

Poor Teaching ◽

Unrealistic Expectations

Across three phases, we investigated college students’ perceptions of poor college teaching to develop a typology of poor teaching behaviors. In Phase 1, students generated a list of qualities representative of poor teaching. In Phase 2, another group of students assigned behavioral correspondents to these qualities, resulting in a list of 15 poor teaching qualities and their attendant misbehaviors. Finally, in Phase 3, yet another group of students generated a “top 5” list of qualities and behaviors that their most ineffective teachers have exhibited. Across participants in Phase 3, the top 5 list included, in order, being disrespectful, offering unrepresentative and unfair student learning assessments, having unrealistic expectations for student learning, being less than knowledgeable on course content, and having poor communication skills. These findings provide practical guidance on which particular behaviors teachers should avoid adopting in their instructional repertoires.

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