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Academic Journal

Effects of Classroom Technology Policies on Students' Perceptions of Instructors: What Is Your Syllabus Saying about You?

Subjects: Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Course Descriptions, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Student Attitudes, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Policy, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Randomized Controlled Trials, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, College Students, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Technology Integration, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Educational Technology, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Gender Differences, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Competence, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Interpersonal Communication, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Teacher Student Relationship, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Technology Uses in Education, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Psychology, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Likert Scales, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Check Lists, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Surveys, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Hypothesis Testing, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Correlation, Course Descriptions, Student Attitudes, Policy, Randomized Controlled Trials, College Students, Technology Integration, Educational Technology, Gender Differences, Competence, Interpersonal Communication, Teacher Student Relationship, Technology Uses in Education, Psychology, Likert Scales, Check Lists, Surveys, Hypothesis Testing, Correlation, Statistical AnalysisIllinois, Illinois, Illinois, Idaho

  • Source: College Teaching, v66 n2 p98-103 2018. 6 pp.

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Academic Journal

Why We Say It Like That: Making Rhetorical Practices Explicit for Students in Disciplinary and Interdisciplinary Courses

Subjects: Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, Academic Achievement, Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, Feedback (Response), Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, Rhetoric, Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, Speech, Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, Speech Skills, Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, Writing Skills, Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, College Students, Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, Communication Skills, Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, College Faculty, Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, Teaching Methods, Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, Speech Instruction, Academic Achievement, Feedback (Response), Rhetoric, Speech, Speech Skills, Writing Skills, College Students, Communication Skills, College Faculty, Teaching Methods, Speech Instruction, Intellectual Development

  • Source: College Teaching, v66 n1 p24-30 2018. 7 pp.

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Academic Journal

Be My Guest: A Survey of Mass Communication Students' Perception of Guest Speakers

Subjects: Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, Mass Media, Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, Student Attitudes, Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, Journalism Education, Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, Online Surveys, Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, Statistical Significance, Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, Public Speaking, Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, Preferences, Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, Delivery Systems, Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, Audience Analysis, Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, College Students, Mass Media, Student Attitudes, Journalism Education, Online Surveys, Statistical Significance, Public Speaking, Preferences, Delivery Systems, Audience Analysis, College Students, Statistical Analysis

  • Source: College Teaching, v65 n2 p41-49 2017. 9 pp.

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Academic Journal

Theorizing the Self: Digital Storytelling, Applying Theory, and Multimodal Learning

Subjects: Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Story Telling, Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Teaching Methods, Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Electronic Publishing, Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Student Development, Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Student Experience, Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Theory Practice Relationship, Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Computer Mediated Communication, Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Reflection, Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Higher Education, Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Educational Theories, Story Telling, Teaching Methods, Electronic Publishing, Student Development, Student Experience, Theory Practice Relationship, Computer Mediated Communication, Reflection, Higher Education, Educational Theories, Learning Strategies

  • Source: College Teaching, v65 n3 p106-114 2017. 9 pp.

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Academic Journal

Does Part-Time Faculty's Self-Efficacy Predict Critical Dimensions of Online College Teaching?

Subjects: Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Part Time Faculty, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, College Faculty, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Self Efficacy, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Teacher Effectiveness, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Predictor Variables, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Web Based Instruction, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Online Courses, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Asynchronous Communication, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Self Concept Measures, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Distance Education, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Teacher Characteristics, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Psychological Patterns, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Job Satisfaction, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Self Evaluation (Individuals), Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Teacher Persistence, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Resilience (Psychology), Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Correlation, Part Time Faculty, College Faculty, Self Efficacy, Teacher Effectiveness, Predictor Variables, Web Based Instruction, Online Courses, Asynchronous Communication, Self Concept Measures, Distance Education, Teacher Characteristics, Psychological Patterns, Job Satisfaction, Self Evaluation (Individuals), Teacher Persistence, Resilience (Psychology), Correlation, Statistical AnalysisCalifornia (San Diego)Self Efficacy Scale

  • Source: College Teaching, v65 n2 p50-57 2017. 8 pp.

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Academic Journal

Student Responsible Learning: Getting Students to Read Online Discussions

Subjects: Blended Learning, Instructional Design, Student Participation, Computer Mediated Communication, Reading Rate, Constructivism (Learning), Reading Assignments, Critical Reading, Blended Learning, Blended Learning, Instructional Design, Student Participation, Computer Mediated Communication, Reading Rate, Constructivism (Learning), Reading Assignments, Critical Reading, Instructional Design, Blended Learning, Instructional Design, Student Participation, Computer Mediated Communication, Reading Rate, Constructivism (Learning), Reading Assignments, Critical Reading, Student Participation, Blended Learning, Instructional Design, Student Participation, Computer Mediated Communication, Reading Rate, Constructivism (Learning), Reading Assignments, Critical Reading, Computer Mediated Communication, Blended Learning, Instructional Design, Student Participation, Computer Mediated Communication, Reading Rate, Constructivism (Learning), Reading Assignments, Critical Reading, Reading Rate, Blended Learning, Instructional Design, Student Participation, Computer Mediated Communication, Reading Rate, Constructivism (Learning), Reading Assignments, Critical Reading, Constructivism (Learning), Blended Learning, Instructional Design, Student Participation, Computer Mediated Communication, Reading Rate, Constructivism (Learning), Reading Assignments, Critical Reading, Reading Assignments, Blended Learning, Instructional Design, Student Participation, Computer Mediated Communication, Reading Rate, Constructivism (Learning), Reading Assignments, Critical Reading, Critical Reading, Blended Learning, Instructional Design, Student Participation, Computer Mediated Communication, Reading Rate, Constructivism (Learning), Reading Assignments, Critical Reading, College StudentsWashington

  • Source: College Teaching, v65 n2 p69-78 2017. 10 pp.

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Academic Journal

Power, Perceptions, and Relationships: A Model of Co-Teaching in Higher Education

Subjects: Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Higher Education, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Qualitative Research, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Team Teaching, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Interviews, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Teacher Surveys, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Teacher Attitudes, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Semi Structured Interviews, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Teacher Leadership, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Power Structure, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Tenure, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, School Support, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Group Dynamics, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Communication Strategies, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Mentors, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Student Experience, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Performance Factors, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Best Practices, Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Teaching Models

  • Source: College Teaching, v65 n4 p182-191 2017. 10 pp.

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Academic Journal

Emotional Contagion in the Classroom: The Impact of Teacher Satisfaction and Confirmation on Perceptions of Student Nonverbal Classroom Behavior

Subjects: Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Satisfaction, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Emotional Response, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Multiple Regression Analysis, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Teacher Education, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Student Attitudes, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Teacher Attitudes, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Nonverbal Communication, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Student Behavior, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Teacher Behavior, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Sampling, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, College Faculty, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Teaching Assistants, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Graduate Students, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Adjunct Faculty, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Likert Scales, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Statistical Analysis, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Correlation, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Classroom Techniques, Satisfaction, Emotional Response, Multiple Regression Analysis, Teacher Education, Student Attitudes, Teacher Attitudes, Nonverbal Communication, Student Behavior, Teacher Behavior, Sampling, College Faculty, Teaching Assistants, Graduate Students, Adjunct Faculty, Likert Scales, Statistical Analysis, Correlation, Classroom Techniques, Mentors

  • Source: College Teaching, v65 n1 p1-8 2017. 8 pp.

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Academic Journal

In Their Own Words: Using Self-Assessments of College Readiness to Develop Strategies for Self-Regulated Learning

Subjects: College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, College Readiness, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Self Management, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Change Strategies, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Undergraduate Students, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Skill Analysis, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Achievement Need, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Academic Ability, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Questionnaires, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Self Evaluation (Individuals), College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Learning Strategies, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Time Management, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Test Preparation, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Critical Thinking, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Communication Skills, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, Student Attitudes, College Readiness, Self Management, Change Strategies, Undergraduate Students, Skill Analysis, Achievement Need, Academic Ability, Questionnaires, Self Evaluation (Individuals), Learning Strategies, Time Management, Test Preparation, Critical Thinking, Communication Skills, Student Attitudes, STEM EducationWashington

  • Source: College Teaching, v63 n4 p162-170 2015. 9 pp.

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