The Dynamics of One-on-One Teaching

College Teaching

Volumn 50, Issue 4, 2002, Pages 139-146

  Grasha, Anthony F ^a  

^a UNIVERSITY OF CINCINNATI   (United States)

Author keywords

faculty development; learner needs; learning styles; mentoring; one on one teaching; personalizing teaching

Indexed keywords

EID: 47049101597     PISSN: 87567555     EISSN: 19308299     Source Type: Journal    
DOI: 10.1080/87567550209595895     Document Type: Article

References (25)

1. Anderson, L. E., and Carta-Falsa, J., 2002. Factors that make faculty and students relationships effective. College Teaching., 50 (4): 134–38.
2. Burke, L. A., and Miller, M. K., 2002. Using undergraduate student-faculty collaborative research projects to personalize teaching. College Teaching., 50 (4): 129–33.
3. Fitzgerald, M., and Grasha, A. F., 2002. Psychosocial factors in one-on-one teaching, Working paper
4. Fontenot, K., 1997. Independent studies units: Beneficial chaos. Journal of Adolescent and Adult Literacy, 41: 60–62.
5. Grasha, A. F., 1983. Learning styles: The journey from Greenwich Observatory (1796) to the college classroom (1983). Improving College and University Teaching, 32: 46–53.
6. Grasha, A. F., 1990a. Traditional and naturalistic approaches to assessing student-learning styles. Journal on Excellence in College Teaching, 1: 20–27.
7. Grasha, A. F., 1990b. The naturalistic approach to learning style. College Teaching, 3: 106–09.
8. Grasha, A. F., 1994. A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42: 142–49.
9. Grasha, A. F., Up close and personal: The dynamics of one-on-one teaching. Lilly Conference on College Teaching. Oxford, OH.
10. Grasha, A. F., 1996. Teaching with style: Enhancing learning by understanding teaching and learning styles, San Bernardino, Calif: Alliance Publishers.
11. Grasha, A. F., Supervisory styles in clinical teaching. Annual Meetings of the Ohio Speech and Language Association. Cleveland, OH.
12. Grasha, A. F., Understanding your preceptor style. Annual Regional Conference for Community Physicians. Columbus, OH: Children's Hospital Medical Center.
13. Grasha, A. F., 2002. Teaching with style: Enhancing learning by understanding teaching and learning styles (CD-ROM Revised Edition):, Claremont, Calif: International Alliance of Teacher Scholars.
14. Grasha, A. F., and Reichmann, S. W., 1975. “ The Grasha-Riechmann student learning style scales ”. In Handbook for faculty development, Edited by: Berquist, W., Washington, DC: CASC.
15. Grasha, A. F., and Gardner, A., The relationship of psychological size and distance to teaching style in classrooms and 1: 1 teaching. Annual Meeting of the Northeast Region Society of Teachers of Family Medicine. Cincinnati, OH.
16. Grasha, A. F., and Yangarber-Hicks, N., 2000. Integrating teaching and learning styles with instructional technology. College Teaching, 48: 1–12.
17. Green, S. G., and Bauer, T. N., 1995. Supervisory mentoring by advisers: Relationships with doctoral student potential, productivity, and commitment. Personnel Psychology, 48: 537–56.
18. Hersey, K., Angelini, A., and Caracuhansky, S., 1982. The impact of situational leadership and classroom structure on learning effectiveness. Group and Organizational Studies, 7: 216–24.
19. Hickcox, L. K., 2002. Personalizing teaching through experiential learning. College Teaching., 50 (4): 123–28.
20. Jacobi, M., 1991. Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61: 505–32.
21. Langer, E. J., 1997. The power of mindful learning, Reading, Mass: Addison-Wesley.
22. Montauk, S., and Grasha, A. F., 1995. Adult HIV outpatient care: A precepting handbook for clinical teachers, Revised Edition, Cincinnati, OH: University of Cincinnati Press. Distributed by Society of Teachers of Family Medicine, Kansas City, MO.
23. Reinsmith, W. A., 1992. Archetypal forms in teaching: A continuum, Westport, CT: Greenwood Press.
24. Salzmann, J., and Grasha, A. F., 1991. Psychological size and psychological distance in boss-subordinate relationships. Journal of Social Psychology, 30: 41–45.
25. Schon, D. A., 1984. The reflective practitioner: How professionals think in action, New York: Basic Books.