The Effect of Instructor Title on Student Instructional Expectations

Abstract

Who is the ideal teacher? Am I? Similarity and difference in perception of education regarding the qualities of a good teacher and of their own qualities as techers. Teachers and Teaching, 13, 441-464. Austin, A. E. (2002). Preparing the next generation of faculty: graduate school as socialization to the academic career.

A Qualitative Investigation of the Interactions of Students with Graduate and Undergraduate TAs in General Chemistry Laboratories

“…This is consistent with learning assistant research, which states that students generally feel more comfortable interacting with their peers [27]. Given that GTAs were asked more questions about the experiment, this too is consistent with findings that support students view individuals with higher degrees as having greater authority [10,24]. Therefore, given the importance of understanding the procedure, students likely resonated more strongly with GTAs, thinking that GTAs are more influential in their success in laboratory as they were responsible for grading their lab reports.…”

“…GTAs have more hands-on laboratory experience than UTAs, which implies they likely feel more comfortable answering questions regarding the procedure, and undergraduates may view them as a greater authority on the content. Several studies support that student view professors and individuals with higher degrees as more knowledgeable [10,24]. Therefore, given the importance of correctly setting up and following key procedures, students may view GTAs as being a greater resource.…”

Does it Matter if Students Have the Same Instructor for Both Lecture and Lab Sections? An Analysis of Introductory Biology Students

“…The particular issue germane to the current study is whether contingent instructors teach students as effectively as tenure-track professors. Past studies have shown that students tend to have different expectations of instructors based on their rank (Kendall & Schussler, 2014), and full-time professors tend to use different teaching strategies and spend more time with students than part-time adjuncts (Benjamin, 2002;Umbach, 2007). However, there is a paucity of empirical data regarding whether any of these factors translate into differences in effectiveness among instructors of different rank (Baldwin & Wawrzynski, 2011).…”

Political Context and Faculty Attitudes Towards High Maintenance Students in Kurdistan, Iraq

“…Reflecting on the psychological dimensions discussed, it becomes clear that addressing student engagement is not merely beneficial, but essential. Research has consistently highlighted its importance, revealing that students who maintain constructive relationships with teachers and peers achieve better academic outcomes [17,21,22,30,37]. This underscores the necessity of cultivating a classroom atmosphere which prioritizes engagement and student agency by continually reassessing teaching methodologies, embracing feedback, and tailoring approaches that meet the varied needs of a dynamic student body.…”

“…Pedagogical partnerships can enhance engagement and empower students, contributing significantly to their academic success [11,13]. Engaging, active learning strategies are instrumental in creating equitable environments [1,17,21,24,36,37]. Notably, dialogue and ensuring clear assessment guidelines in the interests of engagement can lead to greater autonomy in learning [9].…”