ERIC Number: ED364180
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Hermes in the Classroom: Interpreting What Expert College Lecturers Say about Teaching.
Pollio, Howard R.
Teaching/Learning Issues, n69 Fall 1991
This pamphlet explores the results of a study concerning what expert lecturers are aware of during their lectures. Results of interviews with seven college lecturers, recipients of university teaching awards, are reported, as are summary evaluations of each professor's classroom where an audio tape was made of that day's lecture. Each evaluation is described in terms of salient themes and compared to all remaining interviews to determine whether similar themes appeared across protocols. Five themes are discussed: (1) connection, relevance/isolation, irrelevance; (2) excitement, interest/boredom, dullness; (3) continuity, flow/interruption, fragmentation; (4) clarity, precision/confusion, ambiguity; and (5) control, order/spontaneity, freedom. Each theme appears in all of the protocols produced and excerpts from each professor's interviews are provided for each theme. The pamphlet also examines, using the five themes as a background, how professors experience such aspects of teaching as questions, notetaking, jokes, and tests and grading. (GLR)
Descriptors: Audiotape Recordings, Classroom Communication, College Faculty, Higher Education, Interviews, Lecture Method, Professors, Teacher Attitudes, Teacher Characteristics, Teacher Effectiveness, Teacher Student Relationship, Teaching Methods, Undergraduate Study
Learning Research Center, 1819 Andy Holt Avenue, The University of Tennessee, Knoxville, TN 37996-0631.
Publication Type: Collected Works - Serials
Education Level: N/A
Authoring Institution: Tennessee Univ., Knoxville. Learning Research Center.