College teacher immediacy and student ratings of instruction

Moore, Alexis; Masterson, John T.; Christophel, Diane M.; Shea, Kathleen A.

doi:10.1080/03634529609379030

Cited by 108 publications

(67 citation statements)

References 26 publications

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“…The researchers grouped the instructors into low, intermediate, and high levels of rapport. Moore, Masterson, Christophel, and Shea (1996) reported that a strong positive relationship exists between teachers' student evaluation scores and teacher immediacy, while other researchers have indicated that immediacy has been the variable most closely associated with rapport (Meyers, 2009;Stewart & Barraclough, 1992;Wilson et al, 2010). Therefore, the student evaluation scores of instructors were utilized to place the instructors into groups.…”

Section: Methodsmentioning

confidence: 99%

Exploring the Relationship between Professor/Student Rapport and Students' Expectancy for Success and Values/Goals in College of Agriculture Classrooms

Estepp¹,

Roberts²

2013

JAE

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Section: Methodsmentioning

confidence: 99%

Exploring the Relationship between Professor/Student Rapport and Students' Expectancy for Success and Values/Goals in College of Agriculture Classrooms

Estepp¹,

Roberts²

2013

JAE

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“…Nonverbal immediacy, a concept describing positive evaluation of or affect to students, results in higher rate of class attendance and recall of information, decrease in learning loss, improved motivation and more attentive listening. [53], [54], [55], [56] Interestingly, it also tends to decrease student likeliness to generate compliance resistance strategies and predicts strongly classroom interaction and communication. [57] Teacher immediacy also impacts student ratings of overall instruction quality, which is an important consideration especially when regarding students as consumers of education.…”

Section: B Teacher Immediacy and Perceived Caringmentioning

confidence: 99%

Can and Should Social Competence be Taught to Engineers?

Lappalainen

2011

Int. J. Eng. Ped.

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Abstract-The traditional focus in engineering syllabi on technical abilities has been well substantiated by the type of expertise required in industrial processes. However, the emerging requirements in industrial operating environments necessitate a more personal configuration of competencies facilitating both intrapersonal and interpersonal processes at workplace. The concomitant reform of engineering education to incorporate social competence into the technical education calls for a revision of pedagogy, as the traditional instruments applied in the dissemination of substance knowledge and technical skills provide little support for leveraging students' social skills.This article discusses the learnability of socio-emotional abilities and reviews their most fundamental and pertinent skills. The results from a quantitative research conducted to identify predictors of social competence are reported and the implications on engineering pedagogy examined. The proposed methodology for teaching social skills in the engineering classroom setup constitutes collaborative learning, self-management techniques, and teacher immediacy.

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“…Nevertheless, social exchange has a positive effect on the learning outcome and positively affects learners´ and lecturers´ course satisfaction (Moore, Masterson et al, 1996). By being actively engaged in the learning process, students will get a deeper understanding of the content (Evans and Gibbons, 2007).…”

Section: Introductionmentioning

confidence: 99%