Download or read book The Effect of Student Characteristics on Three Student Evaluations of University Instruction written by Robert Edwin Carter and published by . This book was released on 1968 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Characteristics and Student Evaluations of College Teaching a Within class Analysis written by Stephen Erdle and published by . This book was released on 1986 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Scholarship of Teaching and Learning in Higher Education An Evidence Based Perspective written by Raymond P. Perry and published by Springer Science & Business Media. This book was released on 2007-06-04 with total page 815 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars to critically assess teaching and learning issues that cut across most disciplines. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students.
Download or read book Academically Adrift written by Richard Arum and published by University of Chicago Press. This book was released on 2011-01-15 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
Download or read book The Impact of Student Characteristics and Course Characteristics on Students Evaluations of Instructors written by Patrick James Smith Waring and published by . This book was released on 1991 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Evaluation of Instruction written by Kenneth O. Doyle and published by . This book was released on 1975 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating Faculty Performance written by Peter Seldin and published by Jossey-Bass. This book was released on 2006-05-15 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by experts in teaching and administration, this guide offers practical, research-based information for faculty members and administrators in search of new approaches for assessing and improving faculty potential. By recognizing that faculty evaluation can be a difficult, time-consuming, and costly process, the authors of Evaluating Faculty Performance have distilled existing evaluation practices into useful recommendations for strengthening the overall system. Offering numerous suggestions for improving evaluation methods, assessing program weaknesses, and avoiding common problems, the book Examines compelling reasons for developing effective and systematic faculty assessment processes Discusses how to create a climate for positive change by favoring performance counseling over performance evaluation Identifies the essential elements and best practices in assessment, while also revealing what not to do in evaluating performance Explains the value of the professional portfolio in assessment teaching, and offers advice on how to complete a portfolio Outlines key issues, dangers, and benchmarks for success in straightforward language Included are field-tested forms and checklists that can be used to measure faculty performance in teaching, research, and service. The suggestions for improving faculty assessment are clear and practicable—sensible advice for strengthening a process that is of increasing importance in higher education.
Download or read book Evaluation and the Academy are We Doing the Right Thing written by Henry Rosovsky and published by . This book was released on 2002 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Changing Practices in Faculty Evaluation written by Peter Seldin and published by Jossey-Bass. This book was released on 1984-04-15 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Presumed Incompetent written by Gabriella Gutiérrez y Muhs and published by University Press of Colorado. This book was released on 2012-06-15 with total page 694 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presumed Incompetent is a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.
Download or read book The Student Looks at His Teacher written by John W. Riley and published by . This book was released on 1950 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Student Ratings and Selected Characteristics of University Transfer Instructors in the Community College written by Roger Earl Haugen and published by . This book was released on 1980 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major problem examined in this study was that of determining whether or not there is any relationship between student ratings of instruction in the community college university transfer area and the professional teacher-training backgrounds of instructors. In addition, several other factors which may influence ratings and which might interact with instructor professional education background were considered. These included: (1) student grade point average, (2) length of teaching experience, and (3) amount of subject matter, graduate-level preparation of instructors. To secure student ratings, 15 full-time instructors who were graduates of teacher-training programs and 15 without such training were selected at random at three Oregon Community Colleges. These instructors then administered in their university transfer classes the Student Instructional Report, a rating instrument developed by the Educational Testing Service of Princeton, New Jersey. A total of 1,380 students completed rating instruments. Independent variables in this study were: (1) professional teacher training, (2) amount of teaching experience, (3) amount of subject-matter, graduate-level preparation, and (4) student grade point average. Dependent variables in the study consisted of the general and subscale factors on the Student Instructional Report. These were: (1) Overall Rating, (2) Faculty-Student Interaction, (3) Course Organization and Planning, (4) Communications, (5) Textbooks and Readings, (6) Course Difficulty and Workload, and (7) Examinations. The technique of canonical correlation analysis was used. The level of confidence selected was .05. The relationship among only one set of variables was found to be statistically significant. Inspection of the coefficients of correlation for variables in this set indicated that the dependent variable of Course Organization and Planning was significantly correlated with the independent variables of professional teacher training and amount of subject-matter, graduate-level preparation. What these results indicate is that professionally prepared instructors tend to receive higher ratings on Course Organization and Planning than do instructors not professionally- trained. Further, instructors with greater amounts of subject-matter preparation tend to receive lower ratings on this dependent variable than do those with lesser amounts of such preparation. Partial correlation coefficients calculated for each of the independent variables also indicate that they are not redundant and that the relationship of each with the dependent variable is independent of the influence of the other. The significant findings were that: (1) on course organization and planning, professionally-trained instructors tend to be more highly rated than instructors not so trained, and (2) a great amount of subject-matter, graduate-level preparation tends to have a negative effect on the rating of instructional performance on this sub-scale of both trained and non-trained instructors.
Download or read book Teacher Quality Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Download or read book Science Teaching Reconsidered written by National Research Council and published by National Academies Press. This book was released on 1997-03-12 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
Download or read book RELATIONSHIPS OF SELECTED CHARACTERISTICS TO STUDENT EVALUATION OF COLLEGE INSTRUCTION written by and published by . This book was released on 1973 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Dimensionality and Validity of Student Ratings of Instruction Two Meta analyses written by and published by . This book was released on 1997 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching for Excellence and Equity written by Nathan Burroughs and published by Springer. This book was released on 2019-05-23 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
