Abstract
One hundred and ninety-two students from seven social work programs were surveyed regarding their instructor's use of classroom teaching behaviors, exams, papers, and role plays and the instructor's knowledge, experience, and ability to serve as a role model. The association between these variables and three measures of teaching effectiveness was examined. Results suggest that the instructor's knowledge of the field practicum, the ability to convey this knowledge to students, and help students link classroom and field learning are critical. The findings reveal the subtle role played by instructor experience in enhancing teaching effectiveness. Implications of the findings are discussed, including contradictions between what students found helpful and what they reported their instructor actually did.
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