A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is
This study examines Chinese doctoral students' perceptions regarding their U.S. university instructors' academic and interactive behaviors. The author interviewed ten Chinese doctoral students from two universities in the Midwest. Participants discussed their instructors' academic behaviors, including pedagogical knowledge, instruction, and engagement, and their interactive behaviors, including openness, availability, and respect for students. Participants compared instruction and teachingdoi:10.5296/ije.v4i4.2633 fatcat:k52ihmbybjg4zp3p2t7ifpciuq