ERIC Number: ED129854
Record Type: RIE
Publication Date: 1975
Reference Count: 0
The Role of Student Instructional Expectations in the College Classroom: A Critique and Empirical Analysis.
Calista, Donald J.
Although researchers have suggested recently that the student instructional domain needs to be explored, most studies continue to cast their designs in relation to end of course ratings that obstruct developing a more inclusive model for classroom behaviors. Hypothesizing that expectations function as prior cognitive states, activating and determining student classroom interactions including evaluations, this study design differentiated three sets of expectations, identifying the contextual ones as associated with classroom outcomes. The instrument derived its twenty survey items from previous works which then were scaled using Semantic Differential adjectives, and administered to 209 subjects in eight social science classes in three colleges at the beginning and close of a semester. The study concluded that extrapolations from single measures of classroom behaviors may be of limited value and that expectations need to be integrated into a learning group framework to make evaluations meaningful. (Author/BW)
Descriptors: Classroom Research, Cognitive Processes, College Faculty, College Students, Critical Incidents Method, Expectation, Factor Analysis, Group Dynamics, Higher Education, Longitudinal Studies, Statistical Analysis, Student Attitudes, Student Evaluation of Teacher Performance, Student Teacher Relationship, Teacher Behavior, Teacher Evaluation
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A