{ "@context": "http://iiif.io/api/presentation/3/context.json", "id": "https://budc.barry.edu/iiif/manifest/AA00001523/00001", "type": "Manifest", "label": { "none": [ "Comparing students\u0027 knowledge, instructors\u0027 teaching style, philosophy, and practices in a computer course" ] }, "metadata": [ { "label": { "en": [ "Abstract" ] }, "value": { "none": [ "Purpose: The quality of teaching and learning across freshmen multi-section courses are persistent concerns of university professors and administrators. In 2003, the Computer Science Department at a small, private university in South Florida began collecting data to evaluate student learning in a multi-section introductory computer course. Data collected over three years revealed that student performance between the pretest and posttest differed among the sections. All sections used the same course program, textbooks, and classroom setting; therefore, the differences between the scores suggested a teacher factor. The purpose of this study was to examine the various teacher factors, such as teaching style, philosophy of teaching, and methods of instruction in each section of the introductory computer course and to compare students\u2019 knowledge of course content using a pretest and posttest. Method: In the fall of 2007, four professors agreed to participate in the study. A mixed methods concurrent triangulation design was used to simultaneously collect and analyze quantitative and qualitative data. Quantitative data sources included: (a) gain in the students\u2019 scores between a pretest and a posttest to determine their knowledge of the course content; (b) the Teaching Style Inventory to assess attitudes and behaviors associated with each of the five styles (expert, formal authority, personal model, facilitator, and delegator); and (c) the Teaching Perspectives Inventory to determine the instructor\u2019s dominant philosophy of teaching (transmission, developmental, apprenticeship, nurturing, and social reform). Qualitative data sources included: (a) three classroom observations during the college semester to determine actual methods of teaching employed by the faculty; and (b) a semi structured, audio-taped interview designed to elicit the instructors\u2019 perceptions about effective teaching and motivational strategies. Major Findings: The results of this study support the position that the teaching style, philosophy of teaching, and methods of instruction have a differential effect on student pretest and posttest scores: These findings are related to (a) Net generation learners, (b) student content knowledge, (c) teaching style, (d) philosophy or perspective on teaching, and (e) teaching strategies and methods employed. This study on teaching and learning was a journey into the thoughts and teaching practices of the instructors teaching the introductory computer course." ] } }, { "label": { "en": [ "Classification" ] }, "value": { "none": [ "LB1025.3.F73 2008" ] } }, { "label": { "en": [ "Publication Date" ] }, "value": { "none": [ "2008" ] } }, { "label": { "en": [ "Genre" ] }, "value": { "none": [ "Academic theses" ] } }, { "label": { "en": [ "Holding Location" ] }, "value": { "none": [ "Barry University Archives and Special Collections" ] } }, { "label": { "en": [ "Resource Identifier" ] }, "value": { "none": [ "LB1025.3.F73 2008_FrancoMaryJane" ] } }, { "label": { "en": [ "Language" ] }, "value": { "none": [ "English" ] } }, { "label": { "en": [ "Permanent Link" ] }, "value": { "none": [ "http://sobekcmsrv.barrynet.barry.edu/AA00001523/00001" ] } }, { "label": { "en": [ "Creator" ] }, "value": { "none": [ "Franco, Mary Jane" ] } }, { "label": { "en": [ "Note" ] }, "value": { "none": [ "Thesis (Ph.D.)--Barry University, 2008.", "Includes bibliographical references (leaves 112-121)." ] } }, { "label": { "en": [ "Physical Description" ] }, "value": { "none": [ "xi, 150 leaves : ills., charts ; 28 cm" ] } }, { "label": { "en": [ "Publisher" ] }, "value": { "none": [ "Barry University" ] } }, { "label": { "en": [ "Place of Publication" ] }, "value": { "none": [ "Miami, Fla." ] } }, { "label": { "en": [ "Type" ] }, "value": { "none": [ "Book" ] } }, { "label": { "en": [ "Rights Management" ] }, "value": { "none": [ "Copyright Mary Jane Franco. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder." ] } }, { "label": { "en": [ "Source Institution" ] }, "value": { "none": [ "Barry University" ] } }, { "label": { "en": [ "Subjects / Keywords" ] }, "value": { "none": [ "Effective teaching -- United States", "Teacher effectiveness", "Teaching -- Philosophy", "Teaching -- United States", "Education -- Study and teaching -- United States", "Education, Higher" ] } }, { "label": { "en": [ "Degree Disciplines" ] }, "value": { "none": [ "Education" ] } }, { "label": { "en": [ "Title" ] }, "value": { "none": [ "Comparing students\u0027 knowledge, instructors\u0027 teaching style, philosophy, and practices in a computer course" ] } }, { "label": { "en": [ "Series Title" ] }, "value": { "none": [ "Barry University Dissertations -- School of Education" ] } }, { "label": { "en": [ "Format" ] }, "value": { "none": [ "Book" ] } }, { "label": { "en": [ "Digital Resource Creation Date" ] }, "value": { "none": [ "4/17/2020" ] } } ], "service": [ { "@context": "http://iiif.io/api/search/2/context.json", "id": "https://budc.barry.edu/iiif/manifest/AA00001523/00001/search", "type": "SearchService2", "profile": "http://iiif.io/api/search/2/search" } ], "seeAlso": [ { "id": "https://budc.barry.edu/content/AA/00/00/15/23/00001/AA00001523_00001.mets.xml", "type": "Dataset", "format": "application/mets\u002Bxml", "label": { "en": "METS" } }, { "id": "https://budc.barry.edu/content/AA/00/00/15/23/00001/marc.xml", "type": "Dataset", "format": "application/marcxml\u002Bxml", "label": { "en": "MARCXML" } } ], "items": [] }