ERIC Number: ED197378
Record Type: RIE
Publication Date: 1980-Oct
Reference Count: 0
Like to Learn! Why Not? Results of a Study Analyzing the Teaching Procedures of Instructors Students Most Prefer.
Assar, Kathleen E.
Strayer College in Washington, D.C., offers freshman composition as an individualized, self-paced course that uses instructors as tutors. To determine if there is any relationship between the students' preference of instructors and the teaching procedures those instructors use, a questionnaire was developed focusing on teacher fulfillment of previously agreed upon procedures. The only variables in the study were the teachers themselves. Students completed the form during the next to last week of the term. The results showed that all of the students of some instructors would choose the same instructor again, while only 35% of the students of another instructor would choose that instructor again. Students appeared to consider an instructor's returning to them, rather than simply monitoring their independent work, as most important in an individualized setting. Instructor's explaining errors students made on tests and explaining reading materials students did not understand were also important. These three most important characteristics stressed a student preference for a personalized, nurturing atmosphere. (HTH)
Descriptors: Classroom Techniques, College English, College Freshmen, Higher Education, Individualized Instruction, Questionnaires, Student Attitudes, Student Evaluation of Teacher Performance, Student Teacher Relationship, Teacher Characteristics, Teaching Methods, Teaching Styles, Writing (Composition), Writing Instruction
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Northeast Regional Conference on English in the Two-Year College (15th, New York, NY, October 16-18, 1980).