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dc.creatorYoo, Hyunjeong
dc.date.accessioned2012-10-04T18:29:25Z
dc.date.available2012-10-04T18:29:25Z
dc.date.created2009-12
dc.date.issued2012-10-04
dc.identifier.urihttp://hdl.handle.net/2152/18165
dc.descriptiontext
dc.description.abstractThis study examined the meaning of effective teaching and instructional flexibility at the post secondary level to see where instructional flexibility fits into the frame of effective teaching. Five hundred college students and fifteen instructors participated in this study. Student participants shared their perceptions of instructional flexibility and effective teaching through open-ended questions using an online survey. Instructor participants shared their concepts of both constructs through one-on-one interviews. Given that the focus of this study was on the perceptions of college instructors and students of what effective teaching and flexibility in teaching encompass, all collected data were analyzed using a grounded theory approach (Strauss & Corbin, 1998). The emergent model of effective teaching and instructional flexibility comprised four themes: (a) teaching for the progress of learning; (b) a teacher’s role as the “human” persona; (c) teaching to bridge the gap from facts to understanding; (d) a teacher’s role as content expert. These four themes could be seen as representing the concept of instructional flexibility (Themes 1 and 2), and the concept of effective teaching (Themes 3 and 4) at the postsecondary level. Results indicated that a flexible teacher was portrayed as someone who was responsive and attentive to the needs of individual students whereas an effective teacher was described as someone who was successful in helping students understand important course concepts. Further, results showed that instructional flexibility was considered to be an important component of effective teaching both by college students and instructors. Regarding the association between teaching effectiveness and instructional flexibility, metacognitive teaching played an important role as an overlapping component of both constructs.en_US
dc.format.mediumelectronic
dc.language.isoengen_US
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.
dc.subjectEffective teachingen_US
dc.subjectInstructional flexibilityen_US
dc.subjectCollege studentsen_US
dc.subjectCollege instructorsen_US
dc.titleThe role of instructional flexibility in effective teaching from the perspectives of college teachers and studentsen_US
dc.description.departmentEducational Psychologyen_US
thesis.degree.departmentEducational Psychologyen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US


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