Abstract
The scholarship of teaching includes the ability to explore the most effective means of meeting the learning needs of students (Boyer, 1990). For this quantitative study, the research question proposed considered a relationship between nursing faculty dominant teaching perspectives and nursing student's perception of the classroom environment. A total of 12 nursing faculty responded to a demographic questionnaire as well as the Teaching Perspective Inventory (TPI) to determine personal dominant teaching perspectives. Overall, 422 nursing students from four regional public university campuses in the Midwest completed a demographic questionnaire and the College and University Classroom Environment Inventory (CUCEI) to determine the student's perception of the classroom environment. Through the use of a hierarchical linear model of data analysis, the results of the study noted that there was a statistically significant relationship between the transmission and development teaching perspectives and the nursing students' perception of the classroom environment. Further significance was noted between older nursing faculty, accelerated BSN track, master's degree in nursing education, and obtaining a previous degree prior to nursing in relationship to student's perception of the classroom environment.
Sigma Membership
Mu Phi at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Nursing Faculty, Teaching Perspectives, Learning Environment
Advisor
Jeanette Hartshorn
Second Advisor
JoBeth Pilcher
Third Advisor
Shu-Li Chen
Degree
PhD
Degree Grantor
Capella University
Degree Year
2014
Recommended Citation
Farris, Cindy L., "The relationship of a dominant teaching perspective and student perception of the classroom learning environment" (2024). Dissertations. 1953.
https://www.sigmarepository.org/dissertations/1953
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3646842; ProQuest document ID: 1637726719. The author still retains copyright.