Education Commons^™

The Effects Of Instructor Self-Disclosure On Students’ Cognitive Learning: A Live Lecture Experiment, Stephen Michael Kromka

Graduate Theses, Dissertations, and Problem Reports

The purpose of this dissertation was to examine the causal influences of relevant (and irrelevant) instructor self-disclosure on student affect and cognitive learning. Relevant self-disclosure involves the instructor directly relating personal disclosures to important lesson content, whereas irrelevant self-disclosure involves the instructor’s personal disclosures straying from the lesson topic. Given previous correlational self-disclosure research, the researcher predicted that relevant (compared to irrelevant) instructor self-disclosure would lead to increased reports of affect toward the instructor. The researcher also predicted that instructor self-disclosure relevance (compared to irrelevance) would enhance lesson coherence, and in turn, foster students’ cognitive learning. The researcher conducted a …

Meeting The Challenges Of A Multi-Level Class, Valerie Berger

MA TESOL Collection

This paper draws from my experiences teaching an intensive, multi-level, English as a Second Language class which students attended on an irregular basis. The first section considers the sociological factors which created this kind of learning situation. The second states my basic assumptions about teaching in an environment lacking both homogeneity and consistency. The third section relates strategies I developed to meet the unique demands of this circumstance.

Although this paper was a requirement for my Master of Arts in Teaching degree, I have written it to be of value to volunteers or other individuals having little formal training in …