In their study about the Dr. Fox lecture, Naftulin, Ware, and Donnelly (1973) claimed that an expressive speaker who delivered an attractive lecture devoid of any content could seduce students into believing that they had learned something significant. Over the decades, the study has been (and still is) cited hundreds of times and used by…

This article describes how the effects of initial and final lecture quality on end-of-course student ratings can be predicted from seemingly unrelated gain-loss theory. The effects were investigated, along with the effect on ratings of student belief that the instructor will use midterm rating feedback to improve teaching. (Author)

College students (N=121) viewed videotaped lectures by a male or female actor using either expressive or nonexpressive communication. The expressive teacher received the highest evaluation score. The nonexpressive male teacher's students had the poorest test performance, the nonexpressive female teacher's students the highest. (Author/BS)

Study analyzes three dimensions of teaching quality perceived by Chinese students in Hong Kong, China: satisfaction with lecturing; satisfaction with course-design; and a self-rated measure of effort devoted to studying. Results reveal that the strongest effect on course ratings came from students' judgment of aspects of course design and…

The extent to which the student's perception of the purpose for evaluating an instructor, the instructor's expressiveness, and the density of content influences student ratings and achievement was investigated. Perceived purpose for evaluating the instructor had no effect on ratings. Scores were significantly higher for expressive than for…

This exploratory study investigated whether Papua New Guinea university students and their western counterparts perceive lecturers similarly. Survey forms listed performance facets judged important by American and Australian students. Papua New Guinea students differed primarily because they did not distinguish between the organizational quality…

Previous "educational seduction" research suggested that teacher differences in expressiveness controlled the degree to which lecture content affected student ratings differently from student achievement. We attempted to replicate this Expressiveness x Content x Measures interaction in four simulated college classes. Student incentive…