This investigation represents a substantial change in the way we examine classroom discipline and student resistance. Rather than focusing on student non‐compliance and other types of student misbehaviors, we examined teachers themselves as potential sources of instructional and/or motivational problems in the college classroom. Study 1 was designed to elicit inductively, college student reports of teacher misbehaviors. Results indicated 28 different categories of teacher misbehaviors. Study 2 was structured to (1) validate the obtained categories of teacher misbehavior types and (2) to determine whether or not a conceptually meaningful factor structure underlies the categories. Even though most students reported that the teachers referenced in study 2 infrequently engaged in each misbehavior type, a representative number of other teachers did. Importantly, the full range of frequencies was obtained across all 28 categories. Results were further corroborated with qualitative data. Factor analyses and fact...

/pdf/what-students-don-t-like-about-what-teachers-say-and-do-wamecdo9b8.pdf

What Students Don't Like about What Teachers Say and Do.

Differences in how students and teachers understand online teaching presence play a key role in teaching design. To explore how students and teachers perceive teaching presence, this study surveyed...

Students’ and teachers’ perceived teaching presence in online courses

Abstract This study explores college professor perceptions of effective professor Characteristics through the lens of Media Naturalness Theory (MNT). A survey questionnaire was administered to samples of college professors in two countries (USA and Qatar) regarding their perceptions of effective professor’s characteristics. Demographic variables such as gender, age, discipline, rank, and teaching style were included in the questionnaire. The results of nonparametric analysis revealed significant differences in professors’ responses between the two samples. However, these differences were in the level of their ratings (e.g. very important versus important). The top five-rated characteristics were similar in both countries for each component of the media naturalness theory. Speech and body language components had the highest rating by professors in both countries. While gender was the most significant demographic factor that influenced professors’ perceptions for the American sample, discipline was the most critical factor for the Qatari sample. The second most crucial factor for both countries was teaching style. Even though the two groups differed in their ratings of effective professor characteristics, which could be partially explained by the cultural background differences between the two countries, professors agreed to be respectful of students, make class expectations clear, and explain course material clearly and concisely are the most important characteristics in both instruction delivery modes (face-to-face and online). Theoretical and practical implications are discussed.

College professor perceptions of effective professor characteristics: A cross-cultural study

Blended teaching is a model of teaching that combines traditional classroom teaching with online teaching. The integration of blended teaching is not only the integration of carrier means but also the breakthrough of teaching mode and the expansion of teaching time and space. Based on the theory of education ecology, this paper first analyzes the mixture of college English translation teaching modes and indicates that the college English translation teaching system from the dimension of the language training system, cultivation system, and communication dimensions cultural dimensions of three parts, and communicative dimension culture contains three platforms, four interaction, five links. Then, the hardware and software of the hybrid teaching ecosystem are designed to realize translation teaching. In the test to verify the system performance in this paper, it was found that the overall iteration value of the system presented a rising trend with the increasing number of tests, and in 6 tests, the maximum iteration value of the system in this paper was always 3-12 higher than the maximum iteration value of the teaching system in the traditional protocol data test group. Therefore, the hybrid teaching ecosystem designed in this paper has obvious advantages in reliability and practicality.

pdf/application-of-hybrid-teaching-mode-in-translation-teaching-1bkdk6lopp.pdf

Application of hybrid teaching mode in translation teaching from the perspective of ecological concept teaching


The importance of teachers in a child’s development is well known. However, relatively little research has been conducted on their influence on a child’s psycho-emotional development, and almost none on long-term negative effects. This study aimed to add to the much-needed data in this regard. It focused on 115 respondents in Free State province, South Africa. The respondents consisted of primary and high school teachers, ranging in age from 20 to older than 65 (sd = 10.84). More female (n = 81, 70%) than male (n = 34, 30%) respondents participated, and most were white (n = 92, 80%). A mixed-methods research design was employed, making use of a self-compiled questionnaire. More than 50% of the respondents indicated that they continue to experience psycho-emotional impacts such as depression and feelings of inferiority inflicted by teachers many years prior. Limitations of the study are discussed, and recommendations are made on how to address this important problem.

Exploring Negative Teacher Behaviour towards Learners: The Long-Term Psycho-Emotional Effects

Research examining excellence in teaching is extensive. Nevertheless, research examining the inverse—what constitutes poor or ineffective teaching—has not been as systematic. The current research a...

No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers.

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No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers.