| 000 | 01564nam a22002417a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20241125071039.0 | ||
| 008 | 241125b |||||||| |||| 00| 0 eng d | ||
| 022 | _a1052-4800 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
||
| 050 | 0 | 0 | _aLB1778 JOU |
| 100 | 1 |
_aYoo, Julia H. _eauthor |
|
| 245 | 1 | 4 |
_aThe meaning of flexibility in teaching: _bviews from college students and exemplary college Instructors _ccreated by Julia H. Yoo, Diane L. ; Schallert and Marilla D. Svinicki |
| 264 | 1 |
_aCanada: _bMiami University, _c2015. |
|
| 336 |
_2rdacontent _atext _btxt |
||
| 337 |
_2rdamedia _aunmediated _bn |
||
| 338 |
_2rdacarrier _avolume _bnc |
||
| 440 |
_aJournal on excellence in college teaching _vVolume 26, number 3 , |
||
| 520 | 3 | _aThis study examined the meaning of flexibility in teaching at the postsecondary level and its connection to teaching effectiveness. A total of 500 college students and 15 instructors participated. Data were gathered using an online survey with open-ended questions for the students and one-on-one interviews with instructors. Analysis followed a grounded theory approach. Findings indicated that both students and instructors believed that when an effective teacher is also flexible, student learning improves. Considered as a crucial component of teaching effectiveness, flexibility in teaching is closely associated with a teacher's metacognitive reflection on student learning. | |
| 650 |
_aCollege students _vCollege faculty _xTeaching methods |
||
| 700 | 1 |
_aSchallert, Diane L. _eco-author |
|
| 942 |
_2lcc _cJA |
||
| 999 |
_c168344 _d168344 |
||