•  
  •  
 

Abstract

The present study was designed to explore the relationship between perceived teaching style (PTS) and student outcomes in the classroom at a small Midwestern liberal arts college. A case study method was used to explore the relationship between PTS and learning outcomes. Quantitative data in the form of both survey assessment and posttest measures provided information about student outcomes; this information was coupled with a phenomenological inquiry process that was used to explicate PTS. The data suggests that student perceptions regarding “care” significantly relate with affective, behavioral, and cognitive outcomes; these findings fill a gap in the literature on the topic of face support, care, and empathy as it relates with student learning outcomes. Extrapolating these findings beyond the small Midwestern liberal arts college must be done with caution, and while the authors are certainly aware of this exigency, the feedback provided was used as part of an assessment cycle to guide the development of new faculty.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Share

COinS
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.