Wenli Gao

Abstract

This study investigated student perspectives on teacher immediacy in American and Chinese classrooms, and the correlation between immediacy and teacher evaluation. Specific immediacy behaviors that are most associated with teacher evaluation among American and Chinese students were also examined. Two hundred seventy-seven university students responded to instruments designed to measure teacher immediacy and teacher evaluation. Chinese students perceived a lower amount of instructor nonverbal immediacy than American students, but there is no significant difference between the two groups on verbal immediacy. Significant positive correlations were found between teacher immediacy and teacher evaluation in both groups. Praising students' work and soliciting viewpoints or opinions were found to be most associated with teacher evaluation in American classrooms and Chinese classrooms respectively.

Library of Congress Subject Headings

Interaction analysis in education; Communication in education; Teacher effectiveness; Teacher-student relationships; Teachers--Rating of--United States; Teachers--Rating of--China

Publication Date

2006

Document Type

Thesis

Student Type

Graduate

Degree Name

Communication and Media Technologies (MS)

Department, Program, or Center

Department of Communication (CLA)

Advisor

David R. Neumann

Advisor/Committee Member

Nicholas DiFonzo

Advisor/Committee Member

Bruce A. Austin

Comments

Physical copy available from RIT's Wallace Library at LB1034 .G36 2006

Campus

RIT – Main Campus

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