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Teaching strategies to improve student perceptions of academic success : an approach toward immediacy

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Title	Teaching strategies to improve student perceptions of academic success : an approach toward immediacy
Subject	Effective teaching--Washington (State)--Cheney--Case studies; Teachers--Rating of; Academic achievement.
Creator	Ely, Andra L.
Publisher	Published by Eastern Washington University Libraries. 816 F St. Cheney, WA 99004-2453. http://www.ewu.edu/library.xml
Date	2012
Type	text
Format	application/pdf
Source	Original format: MS Word.docx
Language	eng
Rights	The author retains all ownership rights to the copyright to this Master's Thesis. Copying of this document in whole or in part is allowable only for scholarly purposes, and with proper attribution given to the author. The content of this thesis shall not be used for commercial purposes, or for financial gain, without the permission of the author.
Provenance	Received from the EWU Graduate Studies Office.
Description-Table Of Contents	Abstract -- Acknowledgements -- List of Figures -- Chapter 1: Introduction -- Chapter 2: Review of the Literature -- Chapter 3: Methods -- Chapter 4: Results and discussion -- Chapter 5: Conclusion -- References -- Appendices.
Description-Abstract	Teachers are integral portions of a student’s ability to succeed in life. However, too often, many teachers do not take the time to develop the necessary skills to become great teachers in order to truly help their students to succeed in life after college. Therefore, I designed an instrument to measure the correlation between instructor immediacy values and students’ perceptions of their success in communication classrooms in hopes to demonstrate that teaching behaviors and student success do in fact influence one another. The research question of this thesis was: Is there a relationship between instructor immediacy and student success as perceived by students in communication classrooms? The working hypothesis involved the idea that instructor immediacy values and student success as perceived by students are directly correlated. Moreover, the hypothesis expanded to encompass the idea that students’ definitions of an excellent teacher will be positively correlated with instructor immediacy behaviors. To address the research question and hypotheses, I designed a questionnaire and surveyed 204 students in communication classes. I performed a correlation assessment of the quantitative data in SPSS and analyzed the open-ended questions via content analysis in order to report the data in a mixed methods approach. Findings from these grounded theory approaches suggest that instructor immediacy and student success as perceived by students are directly correlated.
Date-Created	2012
Format-Extent	2,094,080 bytes
Relation-Requires	Adobe Acrobat Reader
Relation-Is Part Of	EWU Theses Collection
Relation-Is Format Of	PDF of MS Word.docx. Cover page was not part of the original document; it was added when converted to PDF.
Rights-Rights Holder	Ely, Andra L.

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