Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections
This study examined teaching assistant’s immediacy in lecture/laboratory and self-contained classes. Two hundred fifty-six students responded to instruments measuring teachers’ immediacy behavior frequency, perceptions of instruction quality, and cognitive learning. No significant difference was i...
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| 主要な著者: | , |
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| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
Indiana University Office of Scholarly Publishing
2014-05-01
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| シリーズ: | Journal of the Scholarship of Teaching and Learning |
| 主題: | |
| オンライン･アクセス: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/4002 |
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