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ERIC Number: EJ1016418
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1812-9129
The Impact of Teacher Immediacy on Student Participation: An Objective Cross-Disciplinary Examination
Roberts, Amy; Friedman, Denise
International Journal of Teaching and Learning in Higher Education, v25 n1 p38-46 2013
The current study examined how immediacy behaviors of college professors influence student participation. While these claims have been studied in the past, this investigation examined a cross-disciplinary sample and employed a more objective methodology, classroom observation. It was hypothesized that professors who showed greater immediacy would have higher levels of classroom participation. Results indicated that teachers who were more immediate had both greater frequency and breadth of classroom participation. More specifically, warmth of the professor (a composite of four immediacy behaviors) was a primary factor in explaining student participation. Limitations, pedagogical implications, and future directions in immediacy research are discussed.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A