[Download] "Students' First Day of Class Preferences: Factor Structure and Individual Differences." by North American Journal of Psychology ~ Book PDF Kindle ePub Free
eBook details
- Title: Students' First Day of Class Preferences: Factor Structure and Individual Differences.
- Author : North American Journal of Psychology
- Release Date : January 01, 2011
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 205 KB
Description
Several authors of resources for effective teaching offer advice about the first day of class, such as articulating course requirements, using icebreakers to build rapport (Davis, 1993), and using the full class meeting time in order to convey to students the idea that class time is valuable (McKeachie, 2002). However, this advice stems from intuitive opinions and anecdotal experiences rather than empirical evidence about what students prefer or what actually increases student success. In an effort to obtain such empirical evidence, Perlman and McCann (1999) asked students to describe the most useful things professors do on the first day of class as well as their first day pet peeves. The most frequently mentioned useful behaviors were providing detailed information about the course content, requirements, and expectations. The most frequently mentioned pet peeves were beginning lecture material and using the entire class period. Similarly, Henslee, Burgess, and Buskist (2006) asked students to rate the importance of 18 aspects of professors' behavior on the first day of class. Students rated getting practical information about the nature and requirements of the course along with study tips as most important but rated icebreakers and learning about the instructor and other students as unimportant. The results of these studies were only partially consistent with popular advice about best practices. On the first day, students appear to be more interested in learning about course requirements than in learning about the professor and their classmates. Perhaps, this preference reflects students' interest in information most relevant to their decision about whether to drop the class.
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