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"That Truly Meant a Lot to Me": A Qualitative Examination of Meaningful Faculty-Student Interactions
Peer reviewed
Direct linkGrantham, Ashley; Robinson, Emily Erin; Chapman, Diane – College Teaching, 2015
The majority of research on faculty-student interaction has been primarily quantitative to date and has focused primarily on determining what kinds of interactions students have with faculty. This study furthers the literature on faculty-student interaction, taking a qualitative approach to examine what types of interactions with faculty students…
Descriptors: Qualitative Research, Teacher Student Relationship, Interaction, Interaction Process Analysis
Bergman, Daniel – Teacher Educator, 2015
This study examined the effects of audio and video self-recording on preservice teachers' written reflections. Participants (n = 201) came from a secondary teaching methods course and its school-based (clinical) fieldwork. The audio group (n[subscript A] = 106) used audio recorders to monitor their teaching in fieldwork placements; the video group…
Descriptors: Preservice Teacher Education, Preservice Teachers, Video Technology, Protocol Materials
