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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

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Published on: July 1, 2015

Characteristics of effective teachers

H G Lang¹, B G McKee, K Conner

¹National Technical Institute for the Deaf, Rochester, New York.

American Annals of the Deaf

|July 1, 1993

Summary

Supervisors and teachers perceive effective teaching differently, highlighting a need for dialogue. Teachers and deaf students also showed differing views on teaching characteristics, suggesting open discussions. Further research is recommended.

Area of Science:

Educational Psychology
Higher Education Studies
Academic Administration

Background:

Effective teaching is crucial for student success and institutional quality.
Understanding perceptions of teaching characteristics is vital for faculty development and evaluation.
Previous research has not fully explored the nuanced views of diverse stakeholders in higher education.

Purpose of the Study:

To investigate and compare perceptions of effective teaching characteristics among administrators, department chairpersons, faculty, and deaf college students.
To identify discrepancies in how supervisors (administrators, chairpersons) and instructors view teaching effectiveness.
To explore differences in perceptions between instructional faculty and deaf students regarding key teaching attributes.

Main Methods:

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Development and administration of rating and ranking instruments.
Data collection from diverse academic stakeholders: administrators, department chairpersons, instructional faculty, and deaf college students.
Comparative analysis of perception data across different stakeholder groups.

Main Results:

Significant differences were identified in the perceptions of teaching characteristics between supervisors (administrators, chairpersons) and instructional faculty.
Discrepancies were also observed between instructional faculty and deaf college students concerning the importance of specific teaching characteristics.
These findings underscore varied perspectives on what constitutes effective teaching within the academic environment.

Conclusions:

The identified perception gaps between supervisors and teachers necessitate ongoing communication and dialogue to align expectations.
Differences in views between teachers and deaf students suggest a need for pedagogical discussions to bridge understanding.
Further research is recommended to delve deeper into specific characteristics of effective teaching and their varied interpretations.