Effects of lecture style on learning and preferences for a teacher

Hull, Debra B.; Hull, John H.

doi:10.1007/bf00288397

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…Not only did some female staff resent the coercion they felt was involved in its adoption, but there are aspects of the informal style which are inherently problematic. First, while a teacher's approachability can increase the likelihood of student learning and participation (Hull and Hull, 1988), it can also lead to a loss of academic credibility and the taking of liberties in class and outside it. Caplan (1993) and Burns-Glover and Veith (1995) have written about the need for women to establish and balance an academic identity without violating gender role norms of passivity and nurturance, and it was clear that even the women in this study on occasion experienced the line between being approachable and maintaining student respect as ® ne.…”

Section: Discussionmentioning

confidence: 99%

Gender relations in higher education: exploring lecturers’ perceptions of student evaluations of teaching

Carson¹

2001

Research Papers in Education

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Quantitative evidence suggests that higher education students may exhibit gender bias against women when evaluating the teaching of male and female faculty. Qualitative research in this area has been concerned with the broader context of institutional sexism in academia, which has been represented as a pervasive and depressing in¯uence on women lecturers. Relatively little research has investigated university teachers' specific views about student perceptions and behaviour. This study explored this issue qualitatively in a group of British academics. While most of the female academics represented students as having prejudiced views about them, the prevailing understanding in the literature of women university staff as demoralized, alienated and experiencing tension between their occupational and feminine selves was not confirmed. Rather, women appeared entirely confident in their identities as conscientious teachers, a circumstance which related empirically (and possibly theoretically) to an almost unanimous derogation of their male colleagues. No body of literature about male lecturers' views of sexism exists: this study suggested that they contrast markedly with those of their female colleagues. Problematic aspects of women's apparent assiduity about teaching are discussed, as is the other principal area of concern raised by the study, namely the extensive areas of disagreement in outlook between the female and male respondents.

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Section: Discussionmentioning

confidence: 99%

Gender relations in higher education: exploring lecturers’ perceptions of student evaluations of teaching

Carson¹

2001

Research Papers in Education

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“…Analogues have been a common approach for illuminating gender bias across a range of situations and contexts (Heverly, Fitt, & Newman, 1984;Kazdin, 1978;Kushner, 1978;Loring & Powell, 1988;Munley, 1974). For example, researchers have used written analogues to study impressions of women who use the title Ms. (Dion, 1987;Dion & Kota, 1991), attitudes toward employed women or mothers who work outside the home (Bridges & Orza, 1993;Etaugh & Poertner, 1992), gender and ethnic bias in performance evaluation (Pazy, 1992;Yarkin, Town, & Wallston, 1982), attributions to targets and perpetrators of sexual assault and harassment (Malovitch & Stake, 1990;Norris & Cubbins, 1992), gender influences in reward allocation (Blysma & Major, 1992; L'Heureux- Barrett & Barnes-Farrell, 1991), evaluation of teachers by sex and teaching style (Hull & Hull, 1988), and gender bias in clinical diagnosis (Adler, Drake, & Teague, 1990;Ford & Widiger, 1989). This list illustrates only a few of the topics for which vignette-type analogues have been used to examine questions that are relevant to the lives of women.…”

Section: Why Use Analogue Methods?mentioning

confidence: 99%

Reinventing Analogue Methods For Research With Women

Worell

Robinson

1994

Psychology of Women Quarterly

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This article was prompted by the current popularity and acceptance of analogue methods in gender‐related research. The use of analogues in research with women is examined here for both its strengths and limitations. We acknowledge the distinctive advantages of analogue methods in revealing the nature, extent, and potential outcomes of gender bias and stereotyping of all minority status groups. While recognizing that any method can be feminist, we address four major concerns with current applications of analogue research to questions about women and gender. These concerns cover: (a) relevance to the questions asked, (b) attention to the context of women's lives, (c) significance for situational behavior, and (d) applicability to social change. We propose a set of transformations that applies feminist scholarship to reconceptualizing analogues in research related to women and gender.

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“…La plupart des études d'interaction recensées prennent pour variable dépendante l'éva luation globale du professeur telle que faite par les étudiants. La variable dépendante correspond aussi parfois à l'apprentissage de l'étudiant (Hull et Hull, 1988). Ces variables sont mises en corrélation avec les facteurs consi dérés pour découvrir des effets possibles.…”

Section: Les Effets D'interaction Liés Au Sexeunclassified

L’évaluation de l’enseignement universitaire par les étudiants : quelques pistes à suivre pour un meilleur usage

Poissant

1995

Mesure et évaluation en éducation

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Dans cet article, nous relevons certains problèmes liés à l'évaluation de l'enseignement universitaire par les étudiants et nous proposons quelques moyens pour y remédier. Différents points émergent et plusieurs sources et moyens d'information doivent être utilisés. Dans un contexte d'évaluation sommative, les items généraux des questionnaires sont préférables aux items spécifiques; les différentes personnes en cause dans l'évaluation, professeurs, administrateurs et étudiants, doivent connaître les buts et les usages des résultats de l'évaluation. évaluation de l'enseignement, enseignement universitaire, évaluation de cours, évaluation par les étudiants This study examines some problems related with students' évaluation of university professors and suggests some answers. The major conclusions are: several sources and means should be used to get a complété informa tion; when administrative decisions are taken, general items are préférable; ail individuals concemed with évaluation (professors, administrât ors and students) should be better informed of the evaluation's goals and uses, teacher évaluation, higher éducation, course évaluation, évaluation by students

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Effects of lecture style on learning and preferences for a teacher

Cited by 4 publications

References 12 publications

Gender relations in higher education: exploring lecturers’ perceptions of student evaluations of teaching

Gender relations in higher education: exploring lecturers’ perceptions of student evaluations of teaching

Reinventing Analogue Methods For Research With Women

L’évaluation de l’enseignement universitaire par les étudiants : quelques pistes à suivre pour un meilleur usage

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