scholarly journals Student Perceptions Of Appropriate Classroom Policies Of College Professors

2008 ◽  
Vol 5 (4) ◽  
Author(s):  
De Vee E. Dykstra ◽  
David H. Moen ◽  
Thomas L. Davies
Keyword(s):  
Classroom Management ◽  
Student Perceptions ◽  
Management Practices ◽  
Student Evaluations ◽  
Student Evaluations Of Teaching ◽  
Significant Component ◽  
Course Content ◽  
College Professors ◽  
Evaluative Process ◽  
College Educators

Student perceptions of classroom management practices and policies employed by college educators have not been widely studied.  Faculty have broad discretion to determine classroom management practices and policies, and faculty are generally evaluated at least annually with student evaluations of teaching as a significant component of  the evaluative process.  The focus of this paper is whether students perceive faculty as having the freedom or discretion to adopt specified behaviors or policies unrelated to course content decisions. 

scholarly journals Learning via Video in Higher Education: An Exploration of Instructor and Student Perceptions

2018 ◽  
Vol 15 (2) ◽  
pp. 5-19
Author(s):  
Steven Miner ◽  
◽  
Jill E. Stefaniak ◽  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Student Perceptions ◽  
Survey Design ◽  
Instructional Designers ◽  
Psychomotor Skills ◽  
Course Content ◽  
Student Opinions ◽  
College Professors ◽  
Positive Effects

The purpose of this study was to compare instructors and students perceptions regarding the use of video during instruction. Background Research exploring student opinions regarding their perceived gains in learning may identify learning behaviors that could be exploited by those providing instruction to increase student learning. The intention is to provide instructional designers and college professors with valuable information regarding the use of video for presenting knowledge, explaining cognitive processes, or demonstrating psychomotor skills in a higher education setting. This study used a survey design to explore perceptional differences between professors and students regarding the use and/or effectiveness of video instruction. Results supported multimedia video as a viable teaching resource to communicate course content. This study provided the impetus for further research into actual (versus self-reported) student review of video material and any positive effects on student learning outcomes based on their perceptions of the use of multimedia video presentations.

scholarly journals Hold the Torch: Shining a Light on the Lives of Black Management Faculty

2020 ◽  
Vol 47 (2) ◽  
pp. 351-367
Author(s):  
Toyah L. Miller ◽  
Curtis L. Wesley ◽  
Myrtle P. Bell ◽  
Derek R. Avery
Keyword(s):  
Social Networks ◽  
Classroom Management ◽  
Job Search ◽  
Business Schools ◽  
Student Evaluations ◽  
Minority Faculty ◽  
Job Market ◽  
Student Evaluations Of Teaching ◽  
Promotion And Tenure ◽  
Diversity Research

In light of recent heightened attention to equity, justice, and race in society and organizations, in this commentary, we focus on the experiences of Black management faculty from job search to promotion and tenure. In formulating our ideas, we draw from diversity research conducted within and outside of the management field, including research on minority faculty, coupled with experiences of our own and of Black colleagues. We discuss race-based disparities in such areas as mentoring, social networks, job market experiences, classroom management and student evaluations of teaching, and service demands. We offer suggestions for allies to pursue equity, justice, and inclusion in management departments and business schools.

Flipped pedagogy and student evaluations of teaching

2019 ◽  
pp. 146978741985518
Author(s):  
Michelle L Samuel
Keyword(s):  
Student Perceptions ◽  
Flipped Classroom ◽  
Student Evaluations ◽  
Faculty Members ◽  
Classroom Setting ◽  
Student Evaluations Of Teaching ◽  
Traditional Lecture ◽  
Teaching Evaluations ◽  
Subject Design ◽  
Set Up

A common concern of faculty members is student evaluations of teaching scores. Many factors influence student evaluations of teaching including how the course is designed. This study investigated student evaluations of teaching across three pedagogical techniques: the traditional lecture (where lectures were not recorded), recorded lectures, and a flipped classroom model. A between-subject design was used over three semesters. Student evaluations of teaching showed that students rated the instructor significantly higher in a flipped classroom setting. Students also reported liking the course more using the flipped pedagogical technique. Since the flipped format improved both teaching evaluations and student perceptions of the class, this could be useful for instructors when they are deciding how to set up the format of their class.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

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