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Collin A. Webster

Expert golf instructors self-monitor their instruction and communication more than any other aspects of their teaching (Schempp, McCullick, Busch, Webster, & Sannen-Mason, 2006). Despite its apparent importance, however, the communication of expert golf instructors has received little investigative attention. The purpose of this study was to examine the instructional communication behaviors of 4 of the most highly accomplished golf instructors in the United States. Ladies Professional Golf Association instructors who met criteria for expert teaching (Berliner, 1994) and 4 students participated in the study. Videotaping, stimulated recall, and semistructured interviews were used to collect data on the teachers’ immediacy, communication style, and content relevance behaviors. Data were analyzed using modified analytic induction (Bogdan & Biklen, 1992). Findings indicated that the experts adapted their communication behaviors in ways that fit students’ learning preferences, personal experiences, and lesson goals. The findings resonate with previous research on expert teaching in terms of experts’ instructional flexibility.

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Aaron England, Timothy Brusseau, Ryan Burns, Dirk Koester, Maria Newton, Matthew Thiese, and Benjamin Chase

. PubMed ID: 23164627 doi:10.1016/j.humov.2012.06.006 10.1016/j.humov.2012.06.006 Sternberg , R.J. , & Horvath , J.A. ( 1995 ). A prototype view of expert teaching . Educational Researcher, 24 , 9 – 17 . doi:10.3102/0013189X024006009 10.3102/0013189X024006009 Tauer , J.M. , & Harackiewicz , J

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Phillip Ward, Yaohui He, Xiaozan Wang, and Weidong Li

.1080/17408989.2015.1043255 10.1080/17408989.2015.1043255 Sternberg , R.J. , & Horvath , J.A. ( 1995 ). A prototype view of expert teaching . Educational Researcher, 24 ( 6 ), 9 – 17 . doi:10.3102/0013189X024006009 10.3102/0013189X024006009 Tjeerdsma , B.L. , Metzler , M.W. , & Walker , T.M. ( 2000 ). Assessing