Thesis1208.pdf. Bowling Green State University - Main Campus. From the SelectedWorks of Elizabeth Walters

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1 Bowling Green State University - Main Campus From the SelectedWorks of Elizabeth Walters Winter December 1, 2014 Thesis1208.pdf Elizabeth J Walters, Bowling Green State University - Main Campus Available at:

2 TEACHING BEHAVIORS 1 Teaching Behaviors in Athletic Training Education and Student Perceptions of Instructional Effectiveness Elizabeth J. Dahlmann Springfield College

3 TEACHING BEHAVIORS 2 Abstract The investigation was designed to determine athletic training educators (ATEs) instructional effectiveness in the didactic setting. The ATEs instructional effectiveness was assessed through interviews, field observations, and student evaluations. Through a qualitative research methodology, the researcher found athletic training students (ATSs) and ATEs perceived similar instructional techniques increased instructional effectiveness. No difference was found between different academic year of ATSs, and perceptions of instructional effectiveness. Findings suggested ATEs with a formalized pedagogic focused educational background, have increased knowledge of instructional effectiveness, and overall had higher student evaluation scores. Considering the future directions of athletic training, ATEs knowledge and application of effective didactic strategies should be further investigated.

4 TEACHING BEHAVIORS 3 Teaching Behaviors in Athletic Training Education and Student Perceptions of Instructional Effectiveness Athletic training education has emerged from a period of transformation in the last decade (Schellhase, 2010). Athletic training education is considered a competencybased educational model preparing ATSs to enter entry-level certified athletic training positions. Schellhase (2010) stated the removal of the internship route for Board of Certification (BOC) exam eligibility established meaningful structure and uniformity among athletic training programs educational requirements. Educators, in athletic training programs, have been identified as the most critical component associated with student learning (Mensch & Ennis, 2002). As a result, recommendations and recognition for strong pedagogical background possessed by educators have been highly regarded in athletic training programs. Effective pedagogical instruction is an integral component in assuring successful delivery of didactic information (Berry, 2010). The need for educators to have effective instructional strategies is fundamental in delivering quality instruction to students (Barnum, 2005). To be an effective educator, in an athletic training program (ATP), a considerable amount of attention is

5 TEACHING BEHAVIORS 4 focused on acquiring the following: communication skills, instructional skills, interpersonal skills, supervisory skills, assessment and evaluation skills, as well as pedagogical competence (Weidner & Henning, 2002). Pedagogical strategies including the use of scenarios and case studies, authentic athletic training experience, and creating a positive educational learning environment within the classroom greatly enhanced student learning (Mensch & Ennis, 2002). When positive affective behaviors are combined with strong didactic pedagogical strategies, positive contributions to the learning process are made (Mensch & Ennis, 2002). Teaching effectiveness is a complex concept and various survey-based inventories have been established to evaluate the effectiveness of educators (Marsh, 2001; Schellhase, 2010). In athletic training education, the effectiveness of an educator can be demonstrated through outcomes, such as: pass rates on BOC exams, student psychomotor skill assessments, and formal examinations of didactic information (Schellhase, 2010). Teacher-based outcomes can be evaluated through observed classroom behaviors, peer/supervisor evaluations, and student evaluations (Schellhase, 2010). Educator evaluations are widely used in higher

6 TEACHING BEHAVIORS 5 education. Marsh (1982) developed the Student Evaluation of Education Quality inventory (SEEQ; Marsh, 1982). The SEEQ was initially published in the British Journal of Educational Psychology. After several factor analyses, the inventory was published as having high reliability and validity (Marsh, 1982). Currently limited research exists with regard to the utilization of the SEEQ in the didactic setting of athletic training programs. While investigating teaching behaviors of ATEs, one must consider the different education levels of the student (e.g. freshman, sophomore, junior, senior). Aleamoni and Hexner (1980) reported no significant relationship exists between student status and ratings of educators. Researchers, also, investigated if student ratings were influenced by student age or academic level (Peterson, Wahlquist, & Bone, 2000). Peterson et al. (2000), examined over 9,000 student surveys varying in academic year. Peterson et al. (2000), found different age groups focused on different aspects of teaching. For example, underclassman (freshman/sophomore) were more concerned with teacher-student relationships. Such as, caring and respect. However, upperclassman placed more value on learning (Peterson et al., 2000). More recently, upperclassman rated professors more favorably than underclassman (Goldberg &

7 TEACHING BEHAVIORS 6 Callahan, 1991; Moritsch & Suter, 1988). Schellhase (2010) explored if a correlation existed between the approach to teaching made by educators, student evaluation of instructional outcomes, and the amount of formalized coursework in pedagogy completed by ATEs. Participants included certified athletic trainers (ATCs) who held full-time faculty teaching positions in an athletic training program. The SEEQ questionnaire was completed by students, while demographic information was completed by educators (Shellhase, 2010). Shellhase (2010) discovered a lack of uniformity existed between the exposure of formal pedagogic and curriculum knowledge of ATEs. Shellhase found a correlation between the amount of formal educational coursework and the SEEQ subscale value of Assignments/Readings. A strong correlation was discovered due to the large effect size (Cohen, 1988). In summary, Shellhase found the more educational courses completed by educators, had more positive scores were reported within Assignments/Readings subscale of the SEEQ. Due to a small sample size, Shellhase was not able to find significance with all subscale questions. Shellhase concluded, educators who had formal pedagogical training had an overall higher score on the SEEQ inventory (Marsh, 1982).

8 TEACHING BEHAVIORS 7 Identifying effective teaching strategies and desirable instructional behaviors specific to athletic training programs would be beneficial knowledge for athletic training program directors. Being able to connect student perceptions, of instructional effectiveness, through student evaluations could be highly effective in creating better educational experiences for students (Shellhase, 2010). The National Athletic Trainers Association (NATA) Executive Committee for Education (ECE) has investigated the benefits of advancing the degree of athletic training from a bachelor s degree to a master s degree (Brown, 2012). The partnerships between the Commission on Accreditation of Athletic Training Education (CAATE) and ECE have identified eleven key outcomes from the potential degree change (Richardson et. al., 2013). With the possibility of a required master s degree as the new standard of education for athletic training, increased responsibility is placed on the educator to facilitate a higher level of knowledge (CAATE, 2013). Increased degree requirements will emphasize the need for proficient educators in the classroom. The success of the student is directly impacted by how he or she is taught (Berry, 2010). The following research questions were used to guide data

9 TEACHING BEHAVIORS 8 collection and analysis: (1) are effective teaching behaviors being utilized, by ATEs, to enhance educational experiences in the classroom? (2) how will student evaluations, of ATEs, reflect on instructional effectiveness according to the completion of the SEEQ evaluations? (3) does alignment exist between athletic training educator perceptions of effective didactic instruction, and how the student evaluates teaching according to the completion of the SEEQ? Method A qualitative research investigation was designed to examine instructional methodology of ATEs at a CAATE accredited, entry-level athletic training program. The researcher interviewed and observed educators during different weeks within the semester. The design was selected to better understand how ATEs identify effective pedagogy, observe teaching behaviors of athletic training ATEs in real-time, and examine how ATSs perceived educational experiences. Data were collected through two semi-structured interviews with the ATEs, classroom field observations, and a student evaluation of the educator. A grounded theory approach was utilized throughout the investigation. As described by Pitney and Parker (2001), grounded theory in

10 TEACHING BEHAVIORS 9 athletic training research focused on process and social interaction. The purpose of grounded theory was to allow the researcher to better understand explanations, of effective instruction and observed behaviors of the educators, and to examine student perceptions of instructional quality. Interviews were conducted to collect ATP educator perceptions of instructional effectiveness and personal teaching methods, used in the didactic setting. The researcher was able to examine different instructional teaching methods or behaviors used by the educators during field observations. Student perceptions were collected through two openended questions within the SEEQ. Comparisons were also made between researcher field note observations and frequency counts of behaviors observed to categorical SEEQ average scores provided by complete student SEEQ evaluations. Comparisons were used as supporting confirmation and a fourth data point to examine if similarities or differences were present between field observations and student perceptions of teaching methods. Further explanation of the research method is divided into the following sections: participants, setting, instrumentation, data collection, procedures, and data analysis and trustworthiness.

11 TEACHING BEHAVIORS 10 Participants The study included participants who were categorized as ATEs, or athletic training undergraduate entry-level students (ATSs). The department chair (Appendix C) was informed of procedures and provided with a consent form for participation of educators and students prior to initiation of the study. Other influencing factors considered when selecting participants included: The teaching schedule of ATEs during the time of data collection, and the relationship the faculty member had to the researcher. The aforementioned parameters were considered to eliminate the possibility of variations in educator or researcher bias during data collection. Athletic Training Educators. A purposeful, non-random sample of ATEs was selected to allow the researcher to gain an understanding of individual pedagogical instructional strategies within an athletic training program (ATP). Participants (N = 3) were current educators at a small private college in Western Massachusetts. All participants had the same faculty ranking of assistant professor. Only faculty currently teaching on campus and courses in the ATP, at the time of data collection, were included as participants. All participants were Board of Certification

12 TEACHING BEHAVIORS 11 (BOC) Certified Athletic Trainers and hold appropriate state regulations credentials. The three ATEs involvement in athletic training and education varied. Roger is a seasoned educator with more than 30 years of experience in athletic training and education. He has taught a variety of classes within the ATP and is currently teaching first year and third year students. Roger has an educational background in Physical Education and a Master s of Education with a concentration in sports injury and management. Dean has been involved in the profession of athletic training, for over 10 years and teaching in the ATP for five years. His educational background includes athletic training and a terminal degree in Physical Education. Dean currently teaches second year students. Hank has 25 years of experience in the profession of athletic training and over 10 years of experience teaching in the ATP. Hank has an educational background in Physical Education and a post professional degree in athletic training. Hank is currently teaching fourth year students. Participants were informed of procedures and provided with a consent form for participation prior to commencement of the study (Appendix D).

13 TEACHING BEHAVIORS 12 Athletic Training Students. A population selection of ATSs (N = 100) took place. The ATSs included first year through fourth year students, who were years of age and enrolled in a CAATE accredited four-year undergraduate entry-level ATP. Participants were currently enrolled in the ATP, at the institution, where the research study occurred. The students were also enrolled in the specific classes being observed by the researcher to be considered a participant in the study. The participants were ATSs enrolled in the following classes: (a) first year (ARTN 100; n = 26), (b) Second year (ATRN 200; n = 25), (c) third year (ATRN 300; n = 26), and (d) fourth year (ATRN 400; n = 23). The four ATRN classes listed varied in student academic year in the ATP (Appendix E). Three of the third year students were also enrolled in ATRN 400 due to individual matriculation in the program. Prior to the study, student participants were informed of procedures and provided with a consent form for participation (Appendix F). Setting The current study took place in a four-year CAATE accredited undergraduate ATP, at a private institution in Western Massachusetts. Field observations took place in a traditional classroom setting; located on the campus of the

14 TEACHING BEHAVIORS 13 institution. Interviews took place with educators, in a quiet office, located in the hallway of the athletic training department offices to avoid disruptions or distractions. The SEEQ (Marsh, 1982) was administered in a traditional classroom. Classrooms were equipped with educational technology, desks for the students, and a podium for the educator to present class information. Instrumentation The inventory used was developed by an educational psychologist (Marsh, 1982). The SEEQ (Marsh, 1982; Appendix G) is the most commonly used student feedback questionnaire in the United States. The SEEQ inventory allows students to evaluate instructional quality and provide feedback to educators on education experiences. The SEEQ includes 31 standardized questions grouped into nine dimensions. The nine dimensions include: (1) learning/academic value, (2) staff member enthusiasm, (3) organization/clarity, (4) group interaction, (5) individual rapport, (6) breadth of coverage, (7) examinations/grading (8) assignments/readings, and (9) overall teaching effectiveness (Marsh, 1982). The questionnaire ends with two open-ended questions for general feedback. The SEEQ (Marsh, 1982) was created as a subcategorical inventory of student evaluations of teaching effectiveness

15 TEACHING BEHAVIORS 14 (SETs). Teaching is multidimensional and the SEEQ encompassed the most commonly reported dimensions of effective teaching methods (Marsh, 2001). The SEEQ was theoretically based on previous research conducted by Feldman (1976). Feldman examined varying components of effective teaching by categorizing characteristics, of an exceptional university educator, from the student perspective. The SEEQ is a comprehensive version of previous research and expands on characteristics of effective teaching behaviors (Marsh, 2001). The SEEQ (Marsh, 1982) has been published as having high reliability and validity (Coffey & Gibbs, 2001; Marsh, 1982; Marsh, Touron, & Wheeler, 1985; Schellhase, 2010). Evidence of validity and reliability were provided via factor analyses (Coffey & Gibbs, 2001; Marsh, 1982). The more students, who completed the SEEQ, increased the reliability of outcomes (Marsh, 2007). To date, over 30 published factor analyses have identified the factors the SEEQ is designed to measure (e.g., Coffey & Gibbs, 2001; Marsh 1982).) Data Collection Multiple methods of data collection were employed to triangulate the data (Patton, 2002). Qualitative information included individual interviews with ATEs,

16 TEACHING BEHAVIORS 15 classroom field observations, the examination of two openended responses from students within the SEEQ, and comparisons between the researchers frequency count of behaviors observed during field observations to average categorical SEEQ scores of each ATE. The educators in the study participated in two different semi-structured interviews. The initial pre-interview was conducted before the researcher began field observations (Appendix H). Field observations of the interviewed educator took place once the pre-interview was completed (Appendix I). Field notes were guided by eight of the nine components of the SEEQ. All field observations were videotaped. Therefore, researcher could review each class session for accuracy of frequency count of behaviors observed. Also, the researcher used video recordings to complete expanded field notes to elaborate upon in class observations. Qualitative data collection continued by completing a single post-interview question with the ATE observed (Appendix J). Qualitative research data collection concluded with the administration of the SEEQ to the students enrolled in the classes observed by the researcher. The process was repeated a total of four times for each class observed.

17 TEACHING BEHAVIORS 16 Semi-structured Interviews. Educators were interviewed one-on-one, bythe researcher, prior to data collection and at the completion of field observations. Each interview was performed with only the participant and researcher present. The interviews were conducted, in an office at the institution, separate from the classrooms and athletic training room. The set-up for the semi-structured interview for the teacher consisted of a digital recorder and an interview question guide. The pre-interview included questions pertaining to prior teaching experience, current teaching methods, personal teaching philosophies, formal pedagogical training, and perceptions of effective didactic instruction of the educators. The post-interview included a single question allowing the ATE to reflect on the teaching observed by the researcher. The ATE shared information regarding why specific methods were implemented or personal opinions of how the class could be taught more efficiently. All interviews were audiotaped to ensure accuracy. The researcher transcribed interviews verbatim, immediately following each interview. Transcriptions were then given to the ATE to be reviewed for clarity and correct information within a week of receiving a copy. Allowing participants to review information is also known as member checking. Member

18 TEACHING BEHAVIORS 17 checking took place after the researcher completed each interview transcription. Field observations. The researcher used field notes during each class observation. Field notes were used to document pedagogical teaching strategies or skills during class. Eight of the nine categories included in the SEEQ directed observational field notes taken. After each observation the researcher took the original notes and created expanded field notes to further explain teaching methods, classroom interaction, and the environment observed. The researcher placed a video camera in the back of the classroom. The video camera recorded all class sessions the researcher observed. Video recording of the class allowed the researcher to review and reanalyze specific behaviors the ATE possessed in relation to the categories evaluated within the SEEQ (Marsh, 1982). Procedures Research was conducted during the Spring 2014 academic semester. Before collecting data, the researcher explained the premise of the study to educators and students while maintaining confidentiality and anonymity of the participants. The willingness of the participant to consent to participation was indicated by returning the consent

19 TEACHING BEHAVIORS 18 form to the researcher. The ATEs were asked to agree to pre and post interview questions and field observations completed by the researcher. All of the interviews were digitally recorded. At the conclusion of each interview, the researcher transcribed the interview verbatim using pseudonyms for all personal and institutional names. Following the transcription of interviews, participants were asked to complete member checking. Participants were provided with copies of the transcriptions and were asked to review the documents to verify the accuracy of the data (Merriam, 2008). Throughout data collection the researcher met with a peer debriefer. A peer debriefer allowed the researcher to gain insight from a third party, not related to the current study (Merrriam, 2008). The peer debriefer offered insight into different perspectives of data collected in order for the researcher to holistically examine all information. Peer debriefing occurred three times throughout data collection. Trustworthiness was increased through member checking and peer debriefing (Merriam, 2008). Direct field observations took place so the researcher could be fully immersed in the class and better understand

20 TEACHING BEHAVIORS 19 teaching methods being utilized. The researcher independently observed each educator in segmented periods of time to avoid inaccuracy between field observations. A minimum of three field observations was needed to allow the research to better reach saturation. Saturation occurred once the researcher clearly noted reoccurring methods of instruction demonstrated by the educator. To begin the data collection, the researcher first interviewed the educator teaching first year students, followed by direct field observations of the interviewed ATE during the fourth and fifth week of the semester. During the course of the two week period, the researcher observed the ATE three times. The researcher, then, observed the same educator teaching third year students during weeks six and seven. Again, during the course of the two week period the researcher observed the ATE three times. Thirdly, the researcher interviewed and observed an educator teaching second year students during weeks eight and nine. During the course of the two week period, the researcher observed the ATE four times. Final interviews and observations included the educator teaching the fourth year students during weeks eight and ten. During the course of the three week period, the researcher observed the ATE three times.

21 TEACHING BEHAVIORS 20 The researcher used the SEEQ inventory (Marsh, 1982) as the framework for field observations. Frequency counts of behaviors observed were taken to efficiently and accurately evaluate the occurrence of teaching behaviors specific to the SEEQ (Marsh, 1982). The utilization of the SEEQ as a framework for class observations better organized and structured observational data conducted by the researcher and kept consistency between SEEQ evaluations of students. The SEEQ inventory (Marsh, 1982) was distributed to the students in all four classes. The researcher allowed enough time for the students to be fully immersed in the athletic training class, so the students could accurately assess the ATE teaching methods. The researcher distributed the SEEQ to all students, in each class, at the completion of direct field observations during regular class time. An informed consent form, the SEEQ, and student demographic form was completed by students anonymously (Appendix K). The researcher read the instructions for the SEEQ verbatim. All participants turned in both forms to the researcher once completed. The informed consent was collected separately from the questionnaires to maintain participant confidentiality. All surveys were coded to ensure confidentiality. Participants completed the inventory in a quiet room in pencil and paper format. Blinds and doors

22 TEACHING BEHAVIORS 21 were closed to eliminate distractions, and any electronic devices were turned off (Figure 1). Data Analysis and Trustworthiness An independent groups t-test was utilized to explore if significant differences existed between total average SEEQ (Marsh, 1982) scores of ATRN 100 (first years) and ARTN 300 (third years). The quantitative data analysis program used was SPSS (version 19, SPSS Inc, Chicago IL). Prior to analysis, data were screened for outliers and entry errors. Qualitative data analysis included the researcher analyzing interviews, class observations, two open-ended questions from the SEEQ, and comparisons between the frequency counts of observed behaviors to student categorical SEEQ average scores. Once all data were collected, a constant comparative technique was implemented for data analysis (Creswell, 2007). Constant comparative methods allow the researcher to code data and initiate the process of discovering emerging patterns, themes, and categories. Trustworthiness was established through member checking, peer debriefing, prolonged engagement, and a subjectivity statement. Interview transcripts and observational field notes were inductively coded using constant comparative methods to search for similarities and/or differences among

23 TEACHING BEHAVIORS 22 discussions and observations. The researcher, thoroughly, examined all semi-structured interviews for common themes, patterns, and categories between ATEs. The researcher used combinations of open, axial, and selective coding (Walker & Myrick, 2006). Open coding occurred synchronously between all interviews to detect reoccurring themes or patterns (Pitney & Parker, 2001). Axial coding was used to further illustrate categories to create explanations within the data (Pitney & Parker, 2001). Selective coding ensured the researcher found a similar theme across all data. The NVivo 10 computer software program was used to assist in the organization of data. Utilizing the SEEQ (Marsh, 1982) as the framework for field observations helped increase uniformity between researcher observations and student evaluations. Each dimension of the SEEQ included a subset of questions related to the behavior being observed. Each subset of questions was included in field notes to be observed, evaluated by the students, and examined by the researcher for occurrence. Analyzing all categories and subset questions allowed the researcher to see frequencies between what was observed by the researcher and evaluated by student SEEQ inventories.

24 TEACHING BEHAVIORS 23 Open-ended comments from student inventories were open, axial, and selectively coded. Coding further organized categories and relationships between ATEs and students. The researcher created a matrix of answers from each interview question and student feedback from the SEEQ to discover reoccurring themes between both groups. The research reexamined all interviews transcripts, field observations, and opened ended student comments. Combining information into larger concepts further categorized data. Once all coding and analysis was completed, the researcher was able to determine a key theme and categories across all groups. To gain the trust and understanding of any future readers of this study, one should consider the importance in asserting pre-existing biases and experiences of the researcher. The researcher of this study completed her Bachelor s degree in Athletic Training. I had a less than desirable undergraduate academic experience. Immediately following my BOC certification, I applied for graduate school where I am currently earning a Master s degree in athletic training with a concentration in post professional education. While in graduate school, I am serving as a teaching fellow in the ATP and a preceptor for ATSs. I am now in my second year of the Master s program. My

25 TEACHING BEHAVIORS 24 pedagogical experience has provided the opportunity to teach Prevention of Injuries and Illnesses, a course designed to examine the treatment and prevention of injuries to athletic individuals. I have always been interested in instructional effectiveness, especially through the perceptions of those who I am teaching. As a former undergraduate student in athletic training, and as a current educator and preceptor, I feel it is important that students are being taught effectively and appropriately. As a current student, in my graduate program, I am more aware of how I am being taught and what I feel makes class instruction more effective. Taking the information I have gathered during my research will hopefully advance my future teaching behaviors and philosophies. Results The primary objective of the researcher was to investigate teaching behaviors of ATEs through perceived instructional effectiveness, and ATSs perceptions of educational quality. Additionally, the researcher investigated if academic year of the student affected student perceptions of instructional effectiveness. The researcher holistically examined data by utilizing a qualitative research design to best represent teaching

26 TEACHING BEHAVIORS 25 behaviors of educators and student perceptions of instructional effectiveness (Figure 2). Data collected from the student participants included four academic years (first, second, third, and fourth years). Data were collected from three ATEs. One educator taught both first years and third years. Data from ATSs were analyzed collectively utilizing constant comparative methods to formulate themes and categories shared between both groups. A grounded theory approach was used during the research study. When considering the use of the SEEQ as the framework for field observations, the ninth category of overall rating (question 30-31) score was eliminated. Eight categories were evaluated by ATSs. The researcher only observed and counted the frequency of the first eight categories of the SEEQ. Student average SEEQ scores from each dimension of the inventory were compared to the researchers frequency count of behaviors during field observations. The ATSs SEEQ evaluations were examined for similarities of differences from the researchers frequency count of behaviors observed. The following qualitative data analysis section will allow the researcher to expand upon results.

27 TEACHING BEHAVIORS 26 Qualitative The purpose of examining student perceptions of educational quality, between first year and third year students, was to investigate if differences are present between academic year and identification of instructional effectiveness. An independent groups t-test was run to evaluate homogeneity of the groups. Student participants were divided into two groups: first years and third years. The first year students were enrolled in ATRN 100 and the third year students were enrolled in ATRN 300. Only one educator was currently teaching two different levels of students. Levene s test of equity of variance was examined to see if the researcher met or violated the assumptions of homogeneity of variance (Hinkle, Wiesrsma, & Jurs, 2003). The researcher did not violate the assumption of homogeneity of variance. By not violating the assumption of homogeneity of variance, the researcher did not have a significant variation of scores from the mean scores when compared to the two groups. The researcher found no significant mean difference between ATRN 100 ( ) and ATRN 300 ( ) on the SEEQ inventory (Table 1). By confirming no significant different was present between first year and third year SEEQ scores, the

28 TEACHING BEHAVIORS 27 researcher was able to equally examine student perceptions; also, categorical SEEQ scores of educational quality across all levels of students were able to be examined. Confirming homogeneity of groups added supporting evidence to uniformity of student perceptions of educational quality. The researcher was able to compare individual subsection SEEQ scores to field observation frequency counts of observed behaviors. By comparing individual subsection SEEQ scores, the researcher, was able to examine if students were observing the same behaviors as often of infrequently as the researcher. The researcher then analyzed the data to find emerging themes and categories from the educators through semistructured interviews and field observations. Semistructured interview questions paired with direct field observations, and student responses to open-ended SEEQ questions allowed the researcher to gain direct insight into the instructional effectiveness of the educator. Furthermore, student perceptions were analyzed by examining average categorical SEEQ results of each ATE compared to the researchers frequently count of observed instructional behaviors. Comparing student inventories to field observations frequency counts allowed the researcher to additionally triangulate data between what was discussed by

29 TEACHING BEHAVIORS 28 ATEs, observed by the researcher, and later evaluated by ATSs. Research questions used to guide the researcher addressed the following: (a) are effective teaching behaviors being utilized by ATEs to enhance educational experiences in the classroom? (b) how will ATSs evaluations of ATEs reflect on instructional effectiveness according to the completion of the SEEQ evaluations? (c) does alignment exist between ATEs perceptions of effective didactic instruction, and how the ATSs evaluates teaching according to the completion of the SEEQ? At the completion of data collection all information was reexamined for accuracy. Following analysis of data collected from the educators, the researcher critically reviewed information between the three educators. Once similar themes and patterns were combined between educators, the researcher examined information gathered from all student participants for complete data saturation. A matrix was used to organize and evaluate information. A central theme emerged during the selective level of coding for ATEs and ATSs. Both ATEs and ATSs, reported the method of instruction was the highest influencing factor of instructional effectiveness. Two sub-categories emerged within method of instruction for both educators and

30 TEACHING BEHAVIORS 29 students: instructional/cognitive (IC) and behavioral/affective (BA) characteristics (Figure 2). Qualitative data analysis will be divided into three main sections to best illustrate the main theme and two categories: teaching method, IC, and BA. Teaching method. The category teaching method encompassed all techniques used to facilitate information to students. The ATEs discussed different IC methods, such as: organization/communication, group interaction, supplementary reinforcement, and student accountability. methods of instruction related to BA characteristics included: engagement, approachability/accessibility, humor, and feedback. Student participants recognized similar IC and BA methods enhanced learning. IC methods included: organization/communication, group work, scenarios, and stories. BA methods included: engagement/enthusiasm, approachability/accessibility, valuable feedback, and humor. The previously IC and BA teaching methods were observed by the researcher and found to be the most effective and influential to student learning Instructional/cognitive. Teaching methods related to the way the ATEs relayed information, or strategies used within the classroom to deliver content, were categorized as IC

31 TEACHING BEHAVIORS 30 methods of teaching. Strategies related to IC were discussed by the ATEs, observed by the researcher, evaluated by the ATSs, and found to be effective, included organization/communication, group interaction, supplementary reinforcement (stories and scenarios), and student accountability. Throughout field observations, ATEs regularly employed at least one of the previously mentioned IC strategies during class. ATSs noted similar strategies enhanced learning. However, ATSs favored group work over group interaction. Group work involved more peer to peer interaction in small groups. Group interaction related to how often the ATEs interacted with the ATSs during a lecture. Scenarios and stories were synonymous to supplementary reinforcement, because additional information was being shared by the ATEs through previous experiences as a clinical athletic trainer, and shared with the class. Themes found by the researcher, to be effective didactic instruction, were also dimensions within the SEEQ. Dimensions within SEEQ related to IC teaching methods included: learning/academic value, organization/clarity, group interaction, breadth of coverage, examinations/grading, and assignments/readings. Although learning/academic value and breadth of coverage were not thematic categories found during the selective coding

32 TEACHING BEHAVIORS 31 phases of data analysis, subset questions within the two dimensions had similarities to the researchers findings. Learning/academic value included: how challenging the class was, how valuable the information was to the student, and comprehensiveness of facilitated material. Breadth of coverage included the ATEs discussing contrasting theories, origin of concepts, and current events during class. Learning/academic value and breadth of coverage were categorized within supplementary reinforcement. Organization/communication. An important feature of effective instruction included the level of organization and communication taking place in the classroom. Student comprehension was increased when the teacher was well organized and communicated class information to the level of understanding of the ATSs. Organization and communication were IC teaching methods valued by the ATEs and ATSs. A dimension of the SEEQ closely related to organization/communication included organization/clarity. Organization/clarity focused on similar aspects discussed by the ATEs and observed by the researcher. The importance of organization and communication was mentioned by the ATEs during interviews. ATEs who did discuss organization and communication stated being clear about student expectations or setting objectives were important in order for students

33 TEACHING BEHAVIORS 32 to understand what is expected. During the pre-interview, Roger was asked to discuss his personal definition of effective teaching: I think probably one of the most important things that a teacher needs to do, and what I ve learned over the course of the years is you need to set your expectations. I think it s really important in that you re really clear with your expectations. Whether that s coming from what you want the students to learn for that particular day or lecture, to what you want them to actually go ahead and know on an exam or quiz, or particular assignment. I think it s really important that you actually go ahead and set that expectation. And so the students know, and they are on the same page, and I think that s really important. So the professor needs to be really clear and be a good communicator. When observing Roger with the first year students, the researcher noted the regular occurrence of announcements made before the start of class. Announcements usually included upcoming due dates or schedule changes. The researcher viewed the IC strategy as effective communication and a helpful organizational strategy for the

34 TEACHING BEHAVIORS 33 students. The researcher noted first year students in ATRN 100 commented on the lack of communication/clarity from Roger. Students disliked frequent syllabi changes and last minute due dates of assignments. Statements made by students included improving contact with students, more clarity of upcoming due dates, and organization needs to be better along with better communication regarding Roger s teaching methods. He is very unclear about when things are due and what material is on quizzes. When he finally decides it is often last minute and in an , were open-ended student responses on the SEEQ when asked to comment on qualities the educator needed to improve upon. Twenty-three of the twenty-six first year students stated organization, clarity, and communication had room for improvement. Although the researcher observed communication/clarity during field observations, frequency count of the behavior was comparable to first year SEEQ evaluation scores. The researcher noted organization/clarity having a lower frequency count during field observations while first year students also scored the ATE as equally low within the category of the SEEQ (Table 2). When examining third year student comments of communication/clarity of Roger, the researcher noted a lack

35 TEACHING BEHAVIORS 34 of set expectations, organization, and due dates. Third year student comments assignment due date changes make things confusing, he is unorganized, and responding to s would be helpful, were included on the open-ended question of the SEEQ. However, the ATE began each class with reminders of upcoming assignments. The researcher did note the inconsistencies of set objectives presented by the ATE before each class. The researcher noted similarities when examining field observation frequency count to student SEEQ scores of organization/clarity in the third year class. The researcher had fewer observed frequency counts while students scored organization/clarity of class lower as well (Table 4). Dean did not directly comment on the importance of communication or organization as an IC teaching method, however the researcher consistently observed Dean demonstrating these skills. The researcher noted clear and concise terminology during class. Dean would begin class with an overview of the topic going to be discussed. By previewing information, before presenting the full lecture to the class was an organizational strategy to improve content delivery. Comments such as information is black and white, and

36 TEACHING BEHAVIORS 35 he is clear and to the point were statements made by the students included in the open-ended questions of the SEEQ. When examining second year student SEEQ scores of communication/clarity the researcher noted student appreciation of clear concise information delivered by Hank. Similarities were noted when comparing field observation frequency counts of communication and clarity to student SEEQ scores. Communication/clarity was observed by the researcher, but less frequently than other IC teaching methods. Students scored communication/clarity as equally low (Table 3). Hank mentioned the importance of being organized during his pre-interview when discussing instructional effectiveness by stating: it was just very challenging and some days if you re not organized for that class you re kind of screwed up for that class so ummm I learned that pretty quick, and had to get organized and then it was interesting. The researcher observed organizational/clarity and IC methods during in-class announcements. Announcements included reminders of upcoming assignments, projects, or due dates. The researcher noted positive student comments when

37 TEACHING BEHAVIORS 36 examining fourth year student perceptions of communication/clarity in ATRN 400. Students frequently stated the ATEs clarity and organization as a strength causing enhanced student interest and learning. Comments made by students included he is clear about his expectations of students, and he communicates well with students in and out of class, when answering SEEQ openended questions. The researcher observed organization and clarity taking place in the fourth year class. However, differences were noted when comparing field observations frequency counts to student SEEQ scores. The researcher reported organization/clarity happening less frequently during class when compared to student SEEQ scores of the fourth year students (Table 5). All three ATEs typically initiated class with general announcements. The ATEs would remind ATSs of upcoming deadlines and schedule or syllabi changes. Main objectives for each class meeting were also shared with students but not consistently. The ATEs employed different organizational/communication methods; some were more effective than others. Group interaction/work. When group interaction/work was used in the classroom, the researcher observed heightened

38 TEACHING BEHAVIORS 37 interaction between ATEs and ATSs. Group interaction was more commonly used by ATEs, in this study. An example of group interaction included, the ATEs asking the class a generally related question to the ATSs; normally followed by an open class discussion. Group work was less commonly used, but allowed for collaborative thoughts between ATSs and peer learning. Group interaction and group work was an IC method used by all three ATEs. Depending on the material and length of class, different techniques utilizing group interaction were employed. Comments were made regarding the use of group interaction during pre-interviews when discussing personal strategies for instructional effectiveness. During the pre-interview Roger discussed his personal approach to group interaction when speaking about instructional effectiveness, We ll look at position statements and I ll give them assignments and they have to work through that assignment in small groups because I do enjoy some of that, when speaking about first and third year classes. An example of group work included a scenario given to each ATSs; while working in small groups, the students were asked to problem-solve or manage an assigned situation. Sometimes ATSs were asked to present information to the class; when groups presented information impromptu

39 TEACHING BEHAVIORS 38 group discussions were initiated at times. Roger stated his enjoyment of group work during his pre-interview but struggles with creating more opportunities for group interaction due to the amount of content needing to be facilitated. Sometimes it s a matter of, kind of like, I feel like, because the content is so huge, particularly in both of those classes, the content is so huge, it s so content driven, sometimes it s really challenging to actually have more of a self-exploratory, or some of other methods of presentations, or breakout groups. Because I do like doing that stuff. Roger also commented on his perception of group work during his pre-interview and how he modifies class to incorporate more group work opportunities. with the First Aid stuff I m kind of limited to do that because I m teaching a course within a course so I have to stick with their curriculum. But once that s over, my teaching style changes quite a bit because sometimes someone else can probably explain it better to me, and sometimes it just breaks up the class a bit. So rather than just straight lecture I like having

40 TEACHING BEHAVIORS 39 different video clips and things of that nature and actually go ahead and explain it. It can bring in somebody else s point of view. The researcher frequently observed group interaction/work in ATRN 100. The researcher found first year students reported group interaction as helpful to the learning experience. Comments such as group work made class more enjoyable, and group work helped break up longer, more boring classes, when making comments in the open-ended section of the SEEQ. Third year students who also had Roger commented on incorporating more group work into the class. Labs outside of class help make sense of information, and having more lab like classes would be useful for skills. Similarities were noted, between frequency of the behavior observed and student SEEQ scores of group interaction, when examining the first class (Table 2). When examining the third class with Roger as an ATE, the researcher had fewer frequency counts in the category of group interaction/work and students also scored group interaction lower ATRN 300 (Table 4). When Dean was asked to discuss what he does to make his teaching effective during his pre-interview, Dean repeatedly mentioned ATRN 200 was very content heavy

41 TEACHING BEHAVIORS 40 making group work difficult to integrate into his teaching. Well this particular class is lecture (ATRN 200). There s nothing but lecture But, from a content standpoint, like I said it s heavy. It s really really heavy It s upper, head, spine, it s a lot. So it s, it s a challenge because upper for example is a really difficult class because it s very content heavy, and as much as I like to do some things that are a little bit out there like the PBL stuff, or maybe not out there but like you know more based in experiential learning, more active learning type stuff. I find it very difficult so that s why I approach it more of a command style, more of a direct style. The researcher observed frequent group interaction including general group discussions and brief interactive group activities, whereas over half of second year student comments included little to no group interaction took place. Students commented on the enjoyment of group activities and stated increased group work would positively affect retention of information. Although the researcher observed the ATE frequently interacting with the second year students, comments made in the open-ended responses on the SEEQ reflected otherwise.

42 TEACHING BEHAVIORS 41 Student comments included, more group work would make longer lectures less boring, and more group work would be nice. Students did not view question and answer sessions during class as substantial group interaction/work. Student comments related to actually working in groups with other students. Differences were evident when comparing the researcher field observations frequency count to student SEEQ evaluations in the second year classes Dean taught. The researcher had a higher frequency count scores. Student scores were lower scoring in comparison to other dimensions (Table 3). During the pre-interview with Hank, he discussed group work/interaction as a method of instruction he personally uses So an example is we talked about appropriate medical coverage and so the next class we did the NATA s appropriate medical coverage formula for we did a whole bunch of different schools and we had all the groups present. We had nine different groups and each group had their own school to use. When discussing group interaction and instructional effectiveness Hank stated: I don t necessarily like having to lecture

43 TEACHING BEHAVIORS 42 because the kids zone out after awhile but I also know you have to lecture I think. You have to lecture on some things so I like to lecture and like to give them an exercise that reinforces lecture material. The researcher observed students encouraged to ask questions, make comments, and share general thoughts during class. Small group activities were used to give the students an opportunity to work together through different scenarios. Groups were also used to present group activities to peers and discuss information. The researcher frequently observed group work/interaction. Group interaction/work a regular teaching method, and student comments reflected the usefulness. Working with my peers really helps me feel more comfortable with the information, I learn more when I m not always being lectured, and Our group work with the scenarios helps me really understand situations in the real-world, were comments made by fourth year students. Similarities were found when comparing fourth year student SEEQ scores of group interaction and frequency count of the IC method noted by the researcher (Table 5). Students in all four classes either commented on the usefulness of group interaction/work or would like to see

44 TEACHING BEHAVIORS 43 more group work in place. Group interaction between the ATE and ATSs was more commonly used during class versus group work where individual students worked together during class time. The ATEs mentioned the usefulness of group work over group interaction but discussed barriers restricting the use of increased group work. Supplementary reinforcement. Tertiary information brought into class lectures was valuable to the ATSs, and ATEs frequently used additional resources to supplement information being delivered in the classroom. ATSs perceptions of supplementary reinforcement included the ATEs sharing personal experience relative to the topic with the class. ATSs also valued the use of different scenarios used to emphasize possible situations encountered by athletic trainers. All three ATEs have been working clinically for five or more years and frequently shared personal stories with the students to reiterate specific points of discussion. The researcher observed ATEs using different IC methods of supplementary reinforcement during field observations. The ATEs discussed infusing videos into lectures, transferring didactic knowledge to the laboratory setting, having guest speakers come to classes, creating meaningful assignments, or assigning additional readings. Using

45 TEACHING BEHAVIORS 44 additional resources as an IC method aided in the reinforcement of didactic information. Supplementary reinforcement was not an individual dimension within the SEEQ. However, the category learning/academic value encompassed the subsection of the educator presenting challenging information; student interest in subject matter was increased because of personal stories shared by the educator, and information was better understood with the additional reinforcement. Roger discussed the use of added resources during his pre-interview when commenting on personal strategies used in the classroom to enhance student learning I ll bring in video clips so I m not doing all the talking because I know they are visual learners. So I ll bring in some different YouTube videos quite a bit so rather than just straight lecture I like having different video clips and things of that nature and actually go ahead and explain it. It can bring in somebody else s point of view. Roger used different videos to further explain concepts in the first and third year classes. Roger frequently used different scenarios with the first year students and shared personal stories related to emergency medicine. Roger also

46 TEACHING BEHAVIORS 45 used personal stories and YouTube videos in ATRN 300 to reinforce class material. The researcher frequently observed challenging information facilitated to students during field observations. The researcher noted ATSs interest was heightened through the use of personal stories shared by the ATEs by responses made by ATSs in the SEEQ. Student comments included, his use of personal stories made class very interesting, and and I really enjoyed hearing his stories in class. He has a lot of experience, were included on the open-ended questions of the SEEQ. Overall, ATSs comments implied subject matter was difficult, but better understood because of the additional information provided by the ATE. Similarities were present when comparing field observation frequency count of the researcher to first year student SEEQ scores with regard to academic value. First year students scored learning/academic value the highest dimension of the SEEQ. The researcher also frequently observed supplementary reinforcement facilitated during class (Table 2). Third year students with the same ATE commented on the information being valuable to know for the profession but hard to relate to because of how broad the topics were, and information was presented specifically to athletic

47 TEACHING BEHAVIORS 46 training but sometimes it was too specific and hard to understand. Comparable results were present between field observations frequency count of the researcher and third year student SEEQ evaluations of learning/academic value. Learning/academic value was less frequently observed by the researcher. Third year students did not rate learning/academic value as a higher dimension of the SEEQ. Students scored learning/academic similarly low as the researcher (Table 4). Dean mentioned using personal stories and the transfer of knowledge from class to either the clinic or lab as a method of effective instruction. During the pre-interview Dean stated, I don t know if it was necessarily interactive but it more was anecdotal and here let me share my experience with you. Dean also mentioned his innate ability to connect didactic information to the lab setting during his post-interview when reflecting on instructional strategies observed by the researcher. Well, it s really interesting because I think something that I do decently well is I tend to connect lecture to lab really well I know when I am lecturing I m thinking- you know you even hear me say it we will talk about this more in

48 TEACHING BEHAVIORS 47 lab, or when we get to something that is very hands-on ish we will talk about that in lab or at times I ll just leave it there because I know I ll get to it in lab. While observing Dean, he used personal stories related to the topic being discusses as supplementary reinforcement. Also, information presented during lessons included pictures and visual aids. Having illustrations within lecture slides added to his descriptions of content, and was not primary information found in the book provided. Second year ATSs valued the experience Dean had teaching ATRN 200. Comments such as his amount of content knowledge is obvious, and his comfortability with the information makes it more understandable. Content knowledge was related to the amount of experience the ATEs had with the material from the ATSs perspective. ATEs experience allowed for personal stories to be shared. A third of the SEEQ evaluation comments included knowledge of the subject matter is important, or the overall knowledge of the instructor helped me feel comfortable with the information. Content knowledge and comfortability with the information extended lecture information into personal experiences, which enhanced student learning. Similarities were present when comparing second year

49 TEACHING BEHAVIORS 48 SEEQ scores of learning/academic value and frequency count observations by the researcher. Student scores represented learning/academic value as a moderately strong dimension in the second year class. Hank mentioned the use of out of class projects and guest lectures as methods of supplementary reinforcement in ATRN 400, Hank stated, So we have projects in class, not all the time, but we also have guest lecturers to get someone else on stage and talk off the side of their hip a little bit. Anything helps. The researcher observed Hank relating class information, to first hand experiences encountered as an athletic trainer, as additional information provided to students. Fourth year students commented on use of personal stories when commenting on the open-ended questions of the SEEQ, the shared experiences enhanced classroom learning, also, personal stories were appreciated and helped relate the information to the real world. Differences were present, between the researcher frequency count of learning/academic value, and fourth year student SEEQ scores. Stories and challenging scenarios were shared with students. However, the regularity of stories and scenarios used were inconsistently observed. Although the students commented on the appreciation of real-life

50 TEACHING BEHAVIORS 49 experiences, learning/academic value was not a highly scored dimension of the SEEQ in the fourth year class. Overall, learning/academic value as an IC method was more frequently observed by the researcher when compared to student SEEQ scores in the fourth year class. Student accountability. The final IC method included student accountability. Holding the ATSs accountable for class information included reading articles before class, or having done preliminary research in order to be involved in class discussions. Also, being made aware additional studying was required to do well in class was the responsibility of the student. All three ATEs mentioned the importance of student accountability. When asked to discuss personal teaching philosophies Roger stated: A teacher can do all they want but if a student doesn t put their half in They had to actually go ahead and write a short paper where they had to identify why they think they aren t doing well. And had to share with me what they are doing to prepare for the class and how they are going to change that. What s the game plan moving forward, and then they have to meet with me. So, umm, trying to engage students kind of hoping that they will take ownership of it I ve reached a

51 TEACHING BEHAVIORS 50 point where if a student is in class and wants to do well, you know, I want them to learn to become adult learners so they really need to take ownership of it. So if they are only studying 2 or 3 hours a week for this course you re not going to pass. During the pre-interview Roger was passionate and sincere about wanting his students to perform well, but recognized the student must put forth the effort to achieve success. The researcher observed Roger holding students accountable for assignments, and class information. He would remind students to fill out the studies guides provided in ATRN 300, and what information would most likely be on an exam. The students were then responsible for completing the study guides and preparing for exams. Dean commented on student accountability when asked to discuss any aspects of instructional effectiveness not already covered: If it s one person that s struggling, there is an expectation on my part that they are doing their part to try and learn. It s not, okay you don t get it well for every hour I spend lecturing, I m going to spend an extra 35 minutes with you exampling this to her over and over again.

52 TEACHING BEHAVIORS 51 The researcher observed Dean holding students accountable for class information. He would ask questions during class pertaining to previously taught information, or information from other classes the students should have remembered. By using review questions during class, Dean could survey if important information was being remembered and determine roughly how many students were taking notes or studying. When Hank was interviewed, he did not directly mention student accountability. However, Hank made connections to the intrinsic motivation of the students in his fourth year class, critically examined the order of readings, and assignments he expected the students have read before class in order to have a more interactive lesson. He held the students accountable for knowing information before coming to class. So that s why we did the ethics project first instead of lecturing for a week and a half first. So I wanted to do something different. Normally I would have done the ethics lecture first and the project after but I changed it up this year. The researcher noted having the project first allowed for self-discovery learning and for the students to have done the preliminary research. The ATSs who did read pre-

53 TEACHING BEHAVIORS 52 assigned work had more to bring to the table during class interaction with the ATEs. Also, ATSs who were prepared were more interactive during classes, and the ATE could take note of ATSs participation. Another teaching method related to IC included: implementing student accountability. Student accountability was not an evaluated dimension of the SEEQ, however, was utilized by the ATE participants, and observed by the researcher. Student accountability was not directly mentioned by ATEs; ATSs valued when an emphases was placed on important concepts, theories, or ideas presented in class. Once highlighted by the ATE, the ATSs were able to take the information and use resources as needed. By presenting important information in a specific way distinctive elements were made evident. Possible exam material and less important aspects of lecture were more obvious. ATSs could then independently take the highlighted information and study what was most necessary to know for the examinations. Similar IC dimensions of the inventory were discussed by the ATEs as effective means of didactic instruction without having prior knowledge of the SEEQ. Comparable dimensions were also distinguished on student inventories when asked to comment on valuable aspects of class instruction or

54 TEACHING BEHAVIORS 53 areas in need of improvement for individual educators as part of the open-ended questions on the SEEQ. Behavioral/affective. Social and/or psychological traits portrayed by an individual are defined as BA characteristics (Strong, 2002). Although BA methods of teaching were not as frequently discussed by the ATEs as purposefully utilized methods of teaching used to improve instructional effectiveness. However, the researcher consistently observed specific behaviors shared between the educators. Typically behaviors improved teaching, enhanced student learning, or created a positive classroom environment. Most BA methods of instruction observed were favorable for student learning. The researcher also noted negative BA methods of instruction. Four regularly shared BA characteristics between ATEs were observed by the researcher: engaging/enthusiastic, approachable/accessible, feedback, and humor. Engaging/enthusiastic. When educators were enthusiastic and energetic during class, students were more engaged and attentive. Engaging/enthusiastic was not an individual dimension of the SEEQ, but was closely related to the dimension labeled staff member enthusiasm within the SEEQ. The researcher did keep frequency counts within the dimension staff member enthusiasm. Also, ATSs evaluated

55 TEACHING BEHAVIORS 54 the same dimension when completing the SEEQ evaluations. Staff member enthusiasm included a subset questions related to the level of enthusiasm and energy the educator had when teaching the class, humor used, and how engaging the educator was. The importance of engaging students was mentioned by educators. During the pre-interview the researcher asked Roger, Dean, and Hank to describe how he engaged the class. The three ATEs described different methods of being engaging/enthusiastic. Roger stated, Well, I tell a really good story, Dean stated I can just read my class really well, and know when they aren t paying attention so I get them involved and ask questions, and Hank stated, Well, sometimes I stop lecturing and pull off my notes or the PowerPoint and go based on the topic and situations and get them involved with what they are doing clinically. All three teaching participants commented on the ability to recognize when students were disengaged. The researcher observed different strategies used to engage students or redirect student engagement. Particular strategies included telling an interesting story related to the discussion or the use of voice inflections to emphasize important points within a discussion. Educators also probed the class with review type questions during lectures to

56 TEACHING BEHAVIORS 55 heighten student engagement. Depending on the reason for decreased student engagement, the ATEs would choose a situationally appropriate strategy to reengage the class. During the pre-interview Roger mentioned his experience and how he tries to draw in experiences to heighten student engagement of a topic. Roger stated: Yeah, I usually try to connect it to some of the experiences I ve had whether it be as an athletic trainer or emergency medicine. So I had some really amazing stories just with the experiences that I ve had. So I think, I know if you re telling the same stories over and over again, or if you kind of get off on a tangent, I don t think I do that but I m usually able to reel myself back in without actually go off on a tangent because I ve been in classes where that happens and I forget what s being talked about. First year students in ATRN 100 frequently reported personal stories shared by Roger were engaging and interesting when completing the open-ended portion of the SEEQ. Roger has many years of experience as an athletic trainer and first responder. His experience allowed him to share his more unusual encounters with the students. Differences were noted when comparing student SEEQ

57 TEACHING BEHAVIORS 56 scores of staff member enthusiasm to the researchers field observation frequency count. Staff member enthusiasm was a lower scoring dimension of the SEEQ for first year students. The researcher frequently observed different aspects of enthusiasm while doing field observations (Table 2). Third year students who also had Roger reported Roger had enthusiasm with material was engaging, and his interesting stories are fun to listen to. Although comments were made regarding overall enjoyment of class, staff member enthusiasm was not a high scoring dimension of student SEEQ evaluations. Infrequent counts of high energy levels, or enthusiastic behaviors were observed by the researcher. Similarities were made when comparing student SEEQ scores and field observations frequency counts of staff member enthusiasm in the third year class (Table 4). When Dean was asked his definition of instructional effectiveness, he mentioned the importance of engaging his class. When asked to discuss how he knows when students were not engaged Dean repeatedly commented on his innate ability to read his class, and that he can just tell when students were not alert or attentive to his lecture. When observing Dean, the researcher noted his use of quick instant group participation in activities related to the

58 TEACHING BEHAVIORS 57 topic being discussed. Group participation in quick activities were typically used when going over information regarding specific body movements to special tests. Getting the students involved and having them actively participate in class allowed for a more engaging lecture. The researcher also noted how energetic Dean was during class. He typically had high levels of energy and had an encouraging attitude when interacting with students. Student comments related to engagement and enthusiasm included he is always very enthusiastic and has a lot of energy early in the morning, his level of energy in the morning is helpful when the lecture is not exciting, and it s easier to pay attention when he is so energetic early in the morning. The majority of student comments indicated enthusiasm and engaging lectures were effective teaching methods Dean regularly practiced. When making comparisons between field observation frequency counts and the student SEEQ scores of staff member enthusiasm the researcher noted similarities. The researcher reported staff member enthusiasm as the most frequently observed behavior and ATSs SEEQ scores also scored staff member enthusiasm as the highest dimension of the SEEQ. Hank made a comment during his pre-interview discussing

59 TEACHING BEHAVIORS 58 his personal opinion of keeping students engaged when information is less interesting: Yeah, so I try and keep them entertained. And my subject is especially challenging because it s totally different from what this program or profession teaches. It s just one administrative class with some scientific backing on it but not scientific like the other ones. It s a policy and procedures, administrative role type of class so sometimes the lectures are really fun and sometimes I m trying to keep myself awake. So those are some things that I am aware of and things I try and challenge myself to improve on every year. The researcher noted Hank using engaging/enthusiastic teaching methods such as frequent student involvement during class. Many times, students were asked to work together and present information to the class. Group work and class presentations aided in ATSs participation and interaction. The researcher noted less enthusiastic ATSs attitude when the ATE did not utilize group work. Fourth year students stated the ATE was enthusiastic and his enthusiasm with the information made less interesting information more fun. Fourth year students

60 TEACHING BEHAVIORS 59 scored staff member enthusiasm as the highest dimension of the SEEQ. However, the researcher did not count enthusiasm as a frequently observed BA teaching method when compared to fourth year students (Table 5). Despite the critical examination of engagement and enthusiasm or staff member enthusiasm, certain ATEs discussed a direct correlation between an engagement factor and the amount of information needing to be covered in one semester. When discussing instructional effectiveness during the pre-interview Roger reported: Sometimes it s a matter of, kind of like, I feel like, because the content is so huge, particularity in both classes (ATRN 100 & ATRN 300), the content is so huge, it s so content driven, sometimes it s really challenging to actually have more of a self-exploratory, or some of other methods of presentations, or breakout groups. Dean commented on barriers affecting student engagement in the second year class due to the amount of content needing to be covered when asked to speak about his personal teaching strategies: but for me, someone who is very direct and teaching in a very, very content heavy, I mean

61 TEACHING BEHAVIORS 60 look at the courses I m teaching here, they are very content heavy courses it takes a lot of time, and when you have a lot of content to cover, very specific content, I think it s difficult to try and cram activities in. Engaging/enthusiastic teaching methods were used by all ATEs during field observations. Each ATE had a personal way of engaging students while doing so in an enthusiastic manner. Utilizing both BA characteristics during class were noted as effective teaching behaviors. Approachability/accessibility. Having a good rapport with students enhanced the ATEs overall approachability level, while being available to answer questions in or out of class time was equally important. Approachability related to the ability to comfortably approach the ATE. Accessibility related to how available the ATE was to students. Approachability and accessibility were not individual dimensions of the SEEQ. Individual rapport encompassed BA characteristics similar to approachability/accessibility. Individual rapport included how friendly the educator was, genuine interest for students, and availability/accessibility level in and out of class. Only Roger briefly discussed being approachable as a method of instructional effectiveness, So the trick

62 TEACHING BEHAVIORS 61 is to get them engaged and get them involved. Being approachable, answering questions, getting them to think a little bit. During field observations the researcher observed varying levels of approachability and accessibility by individual ATEs. Depending on the approach used to articulate information to the class students were either interactive or reserved. Roger, Dean, and Hank routinely arrived 5 to 10 minutes early. Students were typically welcomed to class or asked how the day was going. Sometimes the first few minutes of class was used for checking in on people. The researcher noted having genuine interest for the well being of students and showing sincere interest established a more personal relationship with the ATEs. When the ATEs were early to class or stayed after, ATSs would ask questions regarding content, assignments, or due dates. Aside from the ATE being available before or after classes, ATSs were encouraged to schedule appointments outside of class to discuss individual needs when necessary. Comments regarding ATEs approachability were both positive and negative influencing factors directly related to ATSs learning and comfort level in the classroom. More specifically, certain comments made by ATSs, reported on

63 TEACHING BEHAVIORS 62 the SEEQ, reflected discourse between how ATEs perceived their personal approachability/accessibility with ATSs. Some SEEQ open-ended statements reflected negative behaviors related to approachability/accessibility of the ATEs. Although the researcher observed approachable/accessible behaviors, ATSs reflected on personal feelings toward the ATEs. A first year ATS reported, he is demeaning to students and not approachable to talk to or ask questions, a second year student stated the way the professor responds to certain student questions could be improved, and a third year student commented, I feel like I don t want to say anything in class because if I am wrong he s very condescending and make me feel stupid. The approachability of the ATEs played an important role in overall learning experiences of the ATSs. When the ATEs perceived as approachable by the ATSs, a higher level of comfort was present in the classrom. The researcher noted positive ATSs attitudes, more questions asked during class, and finding time to meet individually with the ATEs were easier for the ATEs when approachability/accessibility was a regularly occurring BA teaching method. The researcher observed decreased ATSs comfort levels when the ATE was not approachable or accessible. Students were more reluctant to

64 TEACHING BEHAVIORS 63 ask questions or seek further assistance, and the learning environment was less interactive. Similarities and differences were present when comparing first year ATSs SEEQ scores of individual rapport to field observation frequency counts. The first year ATSs scored individual rapport as a moderately high BA method of instruction. Individual rapport was observed, by the researcher, as a moderately occurring behavior. An average score was present in the first year class although individual student comments reflected negative encounters related to approachability/accessibility (Table 2). Third year students with the same ATE as the first year class scored individual rapport as the highest dimension of the SEEQ. The researcher also observed individual rapport behaviors happening the most frequently. Third year students and first year students had the same ATE but evaluated individual rapport differently. Both levels of students valued individual rapport with the ATE but perceived the behavior occurring differently. The researcher also observed different frequencies of the behavior between the first year and third year classes. Second year students scored individual rapport exceptionally high. Second year students stated, he is very outgoing and nice, he even gives his students

65 TEACHING BEHAVIORS 64 nicknames, and he is so energetic and welcoming. The researcher also frequently observed positive individual rapport (Table 3). Fourth year students scored individual rapport as the highest dimension of the SEEQ. Individual rapport was observed by the researcher inconsistently, whereas students scored individual rapport as the highest dimension in the fourth year class (Table 5). Approachability and accessibility were categorized together as subset questions within the SEEQ. If the ATEs were approachable, a higher level of comfort was felt by the ATSs. ATSs asked more questions during class, or when individually approaching the ATEs before or after class, on an individual basis. ATSs related approachability of an ATEs to accessibility. All aspects of individual rapport were important BA methods of teaching. Valuable feedback. Giving encouraging, constructive, and positive feedback to individual ATSs or the class was a BA teaching strategy observed, by the researcher. Valuable feedback was not a singular dimension evaluated by ATSs. Examinations/grading were the main dimension of the SEEQ encompassing feedback as a subset question. Feedback was not discussed, by the ATEs, as a personally used BA method of instruction to enhance ATSs learning. However, feedback

66 TEACHING BEHAVIORS 65 observed by the researcher had an impact on the learning environment. The researcher observed various types of feedback during field observations. The researcher observed ATEs periodically asking general questions to the whole class and student responses were typically followed by good job, excellent, or correct. While observing Dean and Hank, valuable feedback was given to students whether the correct answer was given or not. Constructive feedback was used to promote critical thinking if the ATSs were not absolutely correct. Typically when ATEs were individually called on or having group discussions, some form of feedback was used by Roger, Dean, and Hank. The researcher noted Roger was less constructive when providing feedback when compared to Dean and Hank during field observations. The researcher also observed non-verbal feedback. Encouraging mannerisms were used by the ATEs when ATSs would hesitantly answer questions, to promote confidence and lessen uncertainty. For example, if ATSs were reluctant to answer a generally directed class question, the ATEs would nod while the ATS answered. Certain types of feedback promoted student interaction, engagement, and fostered a positive learning environment for the students. ATSs did not directly state the use of valuable feedback

67 TEACHING BEHAVIORS 66 as a BA method of instruction enhancing educational experiences; however, the researcher observed passionate and encouraging expressions used by the ATEs, when giving feedback to ATSs. Valuable feedback captivated ATSs to become invested in class discussions as observed by the researcher. Contradictory to valuable feedback, ATSs were negatively affected by unconstructive feedback from the ATEs. Undesirable student reactions to unconstructive feedback were observed by the researcher. When distributing graded quizzes to the first year class, Roger told the students to step it up. One student expressed obvious frustration by replying to the comment made by Roger and stated, do you know how that makes us feel? Roger continued to pass out quizzes and praised students who did well. Students who did not perform well were asked to see Roger after class. After the comment was made to class the researcher noted tension in the room and the disapproving attitudes of the ATSs toward the ATE for the remainder of the class. First year ATSs SEEQ scores of examinations/grading were the lowest scored dimension. Scores were more appropriately represented by student SEEQ evaluation based ATSs familiarity with the first year ATE exams and Roger s methods of assessment. Second year ATSs SEEQ scored

68 TEACHING BEHAVIORS 67 examinations/grading as moderately strong. Second year ATSs scores were more appropriately representative of examinations/grading based on ATSs familiarly with the second year ATE exams and methods of assessment. Examinations/grading was the lowest scored dimension of third year ATSs in Roger s course. Similar to the frequency count of behavior observed by the researcher, however the ATSs scores better represented the ATSs perceptions based on regular experiences with the third year ATE exams and methods of assessment. Finally, examinations/grading were the lowest scored dimension of fourth year ATSs. Similar to the frequency count of behavior observed by the researcher, the student scores truly represent student perceptions based on regular exposure with the fourth year ATE exams and methods of assessment. Second year students commented on receiving timely feedback on assignments or exams could be improved upon. Student comments included timely feedback on assignments would be beneficial, and getting feedback to students could be improved upon. Valuable, timely feedback on assignments was also important to students. Comparisons were difficult to be made between the frequency count of feedback and student scores because feedback was not an individual dimension of the SEEQ.

69 TEACHING BEHAVIORS 68 Feedback was included as a subset question, within examinations/grading and was used to make comparisons. The researcher was not in attendance for any class examinations and did not directly see graded student material. Within the dimension of examinations/grading, other subset questions included exam material was emphasized in class, and methods of assessment were appropriate. The researcher s field observation counts of examinations/grading were consistently the least frequently observed BA method of instruction, although feedback was frequently observed. A true representation of valuable feedback was not accurately represented by frequency count, of the researcher, because valuable feedback was only one question within examinations/grading. Humor. Humor was the fourth BA method of instruction shared between educators. Although humor was not a distinct category of the SEEQ, humor was a single question assessed within staff member enthusiasm. Additionally, purposeful use of humor was discussed by ATEs and highlighted as a method of instruction used during class. Two of the three ATEs mentioned using humor or entertainment. Dean commented on the use of humor during his pre-interview when discussing personal methods of instruction, I tell a lot of jokes, I like people to laugh

70 TEACHING BEHAVIORS 69 during class, Hank mentioned entertaining students as a personal method of instruction, Yeah, so I try and keep them entertained. A number of occasions where jokes or comments were made during lecture and found amusing by ATSs and observed by the researcher. The researcher noted the use of humor created a positive learning environment and caught the attention of the students. ATSs stated humor enhanced presentations and the learning environment. The researcher also noted humor promoted a positive learning environment. The researcher also observed a more enjoyable and engaging class when humor was added to lectures. A second year ATS stated the use of humor made class more enjoyable. Fourth year ATSs comments included a decent amount of humor helped with lengthy lectures, and humor kept class interesting. Results from ATSs SEEQ scores and researcher field observation frequency count were referenced under engaging/enthusiastic section and individual rapport dimension with regard to humor. All four BA methods of instruction were complimentary of one another. The researcher noted an engaging/enthusiastic ATE was perceived by the ATSs as accessible/approachable. When the ATEs were accessible/approachable, valuable feedback was readily offered to the ATSs. Additionally, the

71 TEACHING BEHAVIORS 70 use of humor was encouraging and enhanced ATSs perceptions of approachability/accessibility of the ATEs. Discussion The current study was designed to investigate teaching behaviors of ATEs through perceived instructional effectiveness, and perceptions of educational quality from the ATSs. The researcher also investigated if academic year of the ATSs influenced perceptions of educational quality. Although the researcher found no significant difference between first year and third year student SEEQ inventories of the same ATE, examining if differences existed between ATEs and ATSs perception of instructional effectiveness is important to consider. Being able to identify if what the ATE perceives to be happening in the classroom is in fact taking place, could increase awareness of effective teaching methods. With the use of qualitative research methods, the researcher was able to discover similar perceptions of effective teaching methods were shared between ATEs and ATSs. Slight differences were noted between group interaction/work along with the cognitive awareness BA characteristics had on students. The SEEQ (Marsh, 1982) was used to quantitatively and qualitatively examine perceptions of instructional effectiveness in the didactic setting from the student

72 TEACHING BEHAVIORS 71 perspective. Each ATE discussed at least three of the SEEQ dimensions during semi-structured interviews without having any prior knowledge of the inventory. Instructional effectiveness from the ATE perspective centered more heavily on IC methods of instruction. Less commonly discussed but often observed by the researcher included BA methods of instruction. The results from the present study were comparable to previous researchers findings. According to Mensch and Ennis (2002), three pedagogic strategies were identified as essential components of effective athletic training education programs: use of scenarios and case studies, authentic experiences, and a positive educational environment. During semi-structured interviews ATEs discussed the use of scenarios to engage the class and promote group discussions. Authentic experiences were frequently shared among the ATEs in order for students to have a real-life example to apply to class content. Lastly, a positive learning environment was established through approachability/accessibility and humor. The researcher observed all three strategies during field observations. Different ATEs used varying amounts of each strategy. ATSs also noted the appreciation of all three strategies. Shellhase (2010) utilized the SEEQ to compare student

73 TEACHING BEHAVIORS 72 evaluation scores and the amount of formalized pedagogical training of ATEs. Rather than considering academic year as an influencing factor to student evaluations, Shellhase found exposure to formalized pedagogical training was positively influential to student experiences of teaching. Exposure to formal pedagogical training increased overall SEEQ scores (Shellhase, 2010) Burning ham, Deru and Berry (2010) investigated what traits make an effective athletic training educator and mentor. The researcher was able to support previous findings of educator communication as an influencing factor of effective instruction. Without strongly established lines of communication, students were not engaged and less interested during class. The way responses were made by educators to students was also important in developing effective communication. An educator should never be condescending when answering questions or explaining concepts. ATSs felt negatively criticized when ATEs gave negative, unconstructive feedback (Burningham et al., 2010). Teaching methods are both IC and BA. Delaney, Johnson, Johnson, and Treslan (2010) reported nine BA methods of instruction found to be effective teaching characteristics

74 TEACHING BEHAVIORS 73 reported by students. The characteristics included (most noted to least noted): respectful, knowledgeable, approachable, engaging, communicative, organized, responsive, professional, and humorous (Delaney et al., 2010). As athletic training advances as a health-care profession, so should the education being provided to future certified athletic trainers. Information delivered in the classroom is the foundation of student knowledge. Having a sound understanding of different teaching methods and student learning styles is key for successful delivery information (Berry, 2010; Mensch & Ennis, 2002). Teaching is multifaceted and can be difficult to understand without prior knowledge of pedagogy. Three areas have been highlighted as a trio of content areas important to teaching (Shulman, 1986). The areas included: content knowledge, pedagogical content knowledge, and curriculum knowledge (You, 2011). Athletic trainers who teach in ATPs have demonstrated content knowledge through the successful completion the Board of Certification (BOC) exam. Little evidence is available regarding the knowledge and understanding of pedagogy demonstrated by ATEs. The researcher noted the limited amount of formal pedagogical training shared between the three participants.

75 TEACHING BEHAVIORS 74 The ATEs in the current study were able to proficiently demonstrate individual knowledge of content areas being taught. When asked to discuss personal teaching methods used to be an effective educator the ATEs heavily focused on multiple IC methods of instruction during semistructured interviews. Less frequently mentioned by ATEs were BA methods of instruction. Although less commonly discussed, BA methods of instruction are equally as important as IC (Strong, 2002). Factors influencing instructional effectiveness are important to be aware of and fully understand from the ATSs perspective. Primary consumers of ATEs product should experience positive educational encounters the didactic setting. Having ATEs who understand all components of instructional effectiveness (IC, BA, pedagogical knowledge, content knowledge, and pedagogical content knowledge) could create exceptional learning opportunities throughout ATSs educational careers. Taking into account ATSs perceptions of educational quality through evaluations in ATPs is very limited. Considering pedagogical knowledge of educator combined with ATSs perceptions of instructional effectiveness could bring didactic instruction full circle. Comprehensively examining ATEs and ATSs perceptions of effective pedagogy could

76 TEACHING BEHAVIORS 75 greatly improve athletic training education. Because the researcher found no difference was present between the academic year of the ATSs and the perception of instructional effectiveness, the researcher was able to examine and analyze ATSs perceptions of educational quality equally across all four academic years. The researcher found comparisons between ATSs and ATEs perceptions of effective didactic instruction. Additionally, the researcher found ATEs are knowledgeable of different IC teaching methods, but less cognitively aware of how BA methods of instruction impact ATSs learning. Limitations of the current research study included the segmented times the SEEQ was administered. The SEEQ was not distributed at the same time of the semester to all students. Unequal exposure to the ATEs being evaluated could be considered an influencing factor to ATSs evaluations. Secondly, only male ATEs were observed due to convenience sampling; including male and female ATs may have different results from ATSs bias of ATEs. Lastly the researcher was not present for examinations/quizzes or overly exposed to assignments/reading. ATSs were asked to evaluate assignments/reading and examinations/grading on the SEEQ evaluation. The frequency count of observed behaviors related to feedback was representative of

77 TEACHING BEHAVIORS 76 examinations/grading and assignments/readings. The researchers evaluations of the two categories did not accurately reflect how often the ATEs provided feedback on graded material, when compared ATSs SEEQ scores. The researchers field counts were lower due to the irregular exposure to ATEs regular class meetings. An implication of the current research within athletic training education, would be to further examine ATEs knowledge of pedagogy. Instructional effectiveness is complex and multifaceted (Burningham et al.,2010;shulman, 1987). Due to the complexity of what makes an educator effective, a holistic understanding of pedagogy should be taken into consideration when hiring ATEs (Shellhase, 2010). ATSs are impressionable, young professionals. Early positive interactions with educators are important for student interest growth, and retention. When educators are unaware of how behavior methods of instruction influence student learning, vulnerability can exist within the classroom. Difficulties may be present for ATEs when trying to enhance student comprehension and achievement without being exposed to pedagogical education (Shellhase, 2010). Future researchers should investigate student evaluation of educational quality. Further understanding the usefulness of assessing instructional effectiveness

78 TEACHING BEHAVIORS 77 through student inventories in ATPs and comparing ATEs pedagogical training to student evaluations could provide supporting evidence to the importance of pedagogically trained educators. Examining if different aspects of teaching are individually influenced by the exposure to pedagogical training of ATEs could offer insight into specific teaching elements perceived as more influential than others. Additionally, future research should be conducted within athletic training education examining knowledge and understanding of various teaching methods. Understanding IC methods of instruction are as influencing as BA characteristics displayed by educators. Equally important, understanding preferred student learning styles and favorable methods of instruction from the student perspective could enhance educational experiences in the classroom. Investigating if ATSs preferred different methods of instruction compared to other disciplines would be an interesting aspect of ATSs learning. Since ATSs do not exclusively take ATP courses during an educational career, general education course instructors method of instruction may be perceived differently from ATEs. Many ATEs have a background in exercise science or are Certified Athletic Trainers (ATCs) and have an understanding of preferred teaching methods

79 TEACHING BEHAVIORS 78 from an ATSs perspective. The awareness of IC strategies to increase didactic comprehension was discussed and applied by ATEs when observed by the researcher. However, understanding theories or concepts behind why instructional methods were used, or, how to further advance the use of pre-existing methods, should be equally important. Less cognitively recognized by ATEs as an effective instructional technique, included BA didactic teaching methods. Identifying how BA methods of instruction affect student learning could be improved. Varying behavioral/affected methods were utilized and observed by the researcher, but were not discussed as a purposefully method of instruction, by the ATEs, during the interview process. Social and psychological characteristics impacted student learning and the educational learning environment. Unfamiliarity of BA methods of instruction could have negative affects on ATSs learning. Being educated in pedagogy could increase knowledge, understanding, and awareness of both IC and BA methods of teaching.

80 TEACHING BEHAVIORS 79 References Aleamoni, L. M., & Hexner, P. Z. (1980). A review of the research on student evaluation and a report on the effect of different sets of instructions on student course and instructor evaluation. Instructional Science, 9, Barnum, M. G. (2005). Clinical instructional strategies in athletic training education. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No ). Berry, D. (2010). Educating the RARE students. Athletic Training Education Journal, 5(2), Brown, S. (2012). Future directions in athletic training education. NATA executive committee for education. Burningham, D. S., Deru, L., & Berry, D. C. (2010). What traits make for an effective athletic Ttaining educator and mentor? Athletic Training Education Journal, 5(4), Commission on Accreditation of Athletic Training Education (2013). Standards for the accreditation of entry-level athletic training education programs. Coffey, M., & Gibbs, G. (2001). The evaluation of the Student Evaluation of Educational Quality Questionnaire

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85 TEACHING BEHAVIORS 84 Table 1 Independent Groups t-ratio Comparing Mean Student Evaluation of Educational Quality (SEEQ; Marsh, 1982) inventory of Both First Year and Third Year Athletic Training Students Evaluating the Same Educator Group Means n Mean. S.E. t p Diff. Diff. ATRN ATRN Note. ATRN 100 First year students ATRN 300 Third year students

86 TEACHING BEHAVIORS 85 Table 2 Comparison between Frequency Count of Behaviors Observed by the Researcher and First Year Student Evaluation of Educational Quality (SEEQ; Marsh, 1982) Inventory by Rank Frequency of Category Student SEEQ Ranking Observed Behaviors (1) Group Interaction (2) (2) Individual Rapport (3) (3) Staff Member Enthusiasm (7) (4) Learning/Academic Value (1) (5) Breadth of Coverage (5) (6) Organization/Clarity (6) (7) Examinations/Grading (8) (8) Assignments/Readings (4)

87 TEACHING BEHAVIORS 86 Table 3 Comparison between Frequency Count of Behaviors Observed by the Researcher and Third Year Student Evaluations of Educational Quality (SEEQ; Marsh, 1982) Inventory by Rank Frequency of Category Student SEEQ Ranking Observed Behaviors (1) Individual Rapport (1) (2) Breadth of Coverage (7) (3) Learning/Academic Value (3) (4) Staff Member Enthusiasm (4) (5) Group Interaction (5) (6) Organization/Clarity (6) (7) Examinations/Grading (8) (8) Assignments/Readings (2)

88 TEACHING BEHAVIORS 87 Table 4 Comparison between Frequency Count of Behaviors Observed by the Researcher and Second Year Student Evaluation of Educational Quality (SEEQ; Marsh, 1982) Inventory by Rank Frequency of Category Student SEEQ Ranking Observed Behaviors (1) Staff Member Enthusiasm (1) (2) Individual Rapport (2) (3) Group Interaction (7) (4) Breadth of Coverage (3) (5) Learning/Academic Value (5) (6) Organization/Clarity (6) (7) Examinations/Grading (7) (8) Assignments/Readings (8)

89 TEACHING BEHAVIORS 88 Table 5 Comparison between Frequency Count of Behaviors Observed by the Researcher and Fourth Year Student Evaluations of Educational Quality (SEEQ; Marsh, 1982) Inventory by Rank Frequency of Category Student SEEQ Ranking Observed Behaviors (1) Staff Member Enthusiasm (5) (2) Group Interaction (2) (3) Individual Rapport (1) (4) Learning/Academic Value (6) (5) Breadth of Coverage (4) (6) Organization/Clarity (3) (7) Examinations/Grading (7) (8) Assignments/Reading (8)

90 TEACHING BEHAVIORS 89 QUALITATIVE DATA COLLECTION Athletic Training Educator Pre Interview Field Observations Post Interview Researcher Saturation Constant Comparison Athletic Training Student SEEQ QUANTITATIVE DATA COLLECTION DATA ANALYSIS Figure 1. Schematic of procedures