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A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives

Brown, Deborah Reinhart
http://rave.ohiolink.edu/etdc/view?acc_num=osu1185843243

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Agricultural Education.
The state of Ohio has instituted a system called “PRAXIS III: Classroom Performance Assessments” that is used to assess beginning teachers. These beginning teachers at the primary and secondary levels must have passed the PRAXIS III before they can receive their professional license to teach in Ohio. As teachers at the primary and secondary levels of education are being held to increasingly higher standards for licensure, students coming into colleges should have more exposure to teachers who are better prepared, use a variety of methods, show genuine care for students, and challenge their students to learn more deeply than in the past. Will our university faculties be prepared for this influx of more pedagogically-demanding students? This was a descriptive-correlational study of what comprised effective teaching from the perspectives of university faculty and students. The dependent variables for this study were the components and domains of Classroom Environment and Instruction from Enhancing Professional Practice: A Framework for Teaching (Danielson, 1996) a professional development program for experienced teachers. The independent variables were demographic characteristics of the respondents. Objectives of the study included identifying which components students perceived contributed to effective teaching, describing any differences in these perceptions by student demographics. Similarly, faculty perceptions of components associated with effective teaching were identified and differences between demographics were described. Perceptions of effective teaching from students and faculty perspectives were compared. Five factors were found that influenced student perceptions of the components and domains of effective teaching. Five factors also influenced faculty perceptions of the components and domains of effective teaching. Students and faculty agreed on the four most important components to effective teaching. Results of a two-way ANOVA for faculty versus student by department showed differences in perceptions on three of the components and the overall domain of Classroom Environment with two significant interactions.
Jamie Cano (Advisor)
316 p.
Education, Agricultural
Teaching and Learning; Post-Secondary; Effective Teaching; Undergraduate Students; University Faculty

Recommended Citations

Citations

  • Brown, D. R. (2007). A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185843243

    APA Style (7th edition)

  • Brown, Deborah. A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1185843243.

    MLA Style (8th edition)

  • Brown, Deborah. "A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185843243

    Chicago Manual of Style (17th edition)

osu1185843243
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© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.