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Your search keyword '"Zayac, Ryan M."' showing total 3 results
Start Over Author "Zayac, Ryan M." Topic student attitudes
3 results on '"Zayac, Ryan M."'

1. No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers

Author

Zayac, Ryan M., Poole, Bryan D., Gray, Chance, Sargent, Mary, Paulk, Amber, and Haynes, Elise

Abstract

Research examining excellence in teaching is extensive. Nevertheless, research examining the inverse--what constitutes poor or ineffective teaching--has not been as systematic. The current research addresses this gap in the literature by examining student and faculty perceptions of the qualities and behaviors of ineffective teachers. Students and faculty identified being disrespectful as the number one perceived quality of ineffective teachers. Both groups of respondents also agreed that having weak rapport was indicative of ineffective teachers. Overall, students had a tendency to focus more on the social aspects of the student--teacher relationship, whereas faculty focused more on professional competencies. These findings provide additional support on teaching misbehaviors to avoid both in and outside of the classroom.

Published
2021
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2. Interteaching: Its Effects on Exam Scores in a Compressed-Schedule Format

Author

Zayac, Ryan M. and Paulk, Amber L.

Abstract

Although previous research has found interteaching to be an effective form of instruction, all of the currently published data have been collected in courses that have allowed for a minimum of 48 hours between class sessions. In the current study, we examined the effectiveness of interteaching compared to traditional lecture during a six week summer session of a behavior modification course. Two non-concurrent sections of the behavior modification course were taught during which the instructor alternated between interteaching and traditional lecture. These courses were counterbalanced, such that when material from one section was covered using an interteaching approach, the same material in the other section was presented using a traditional lecture. Unlike previous studies, students did not score higher on exams following interteaching sessions. Nevertheless, students did indicate that they found interteaching to be beneficial. Interpretations of these results, the social validity responses, practical implications, and recommendations for additional research are discussed.

Published
2014

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