共查询到20条相似文献，搜索用时 31 毫秒
1.
本以普通中学和职业学校的、理及其它学科教师为被试，探讨了不同学科教师的教育观念、教育方式及其关系。结果表明：理科教师与其它学科教师在学生观上存在显差异；普通中学其它学科教师比职业学校其它学科教师更倾向于采用专制、放任等消极的教育方式；教师的教育观念与其教育方式之间的相关显；教育观念对教育方式有显的影响作用，且不同学科教师的教育观念与教育方式的关系存在一定差异，理科教师的遗传观和对学生的知能发展期望对其教育方式有重要的影响作用，其它学科教师对学生的知能发展期望和个人效能感对其教育方式有重要的影响作用。 相似文献
2.
JOHN A. CENTRA 《Journal of Educational Measurement》1973,10(4):287-295
College teachers' self-ratings were investigated in this study by comparing them to ratings given by students. The sample consisted of 343 teaching faculty from five colleges; these teachers, as well as the students in one of their classes, responded to a 21-item instructional report questionnaire. Teacher self-ratings had only a modest relationship with the ratings given by students (a median correlation of .21 for the items). In addition to the general lack of agreement between self and student evaluations, there was also a tendency for teachers as a group to give themselves better ratings than their students did.
Discrepancies between individual teacher ratings and ratings given by the class were further analyzed for: (a) sex of the teacher (no difference found); (b) number of years of teaching experience (no difference); and (c) subject area of the course (differences noted for natural science courses vs. those in education and applied areas). 相似文献
Discrepancies between individual teacher ratings and ratings given by the class were further analyzed for: (a) sex of the teacher (no difference found); (b) number of years of teaching experience (no difference); and (c) subject area of the course (differences noted for natural science courses vs. those in education and applied areas). 相似文献
3.
《Studying Teacher Education》2013,9(3):312-326
This study analyzes end of course institutional teaching evaluations (ITEs) done anonymously by students in a pre-service teacher education course over a 15-year span. The purpose was to determine if and how the ITE findings might inform practice and relate to teaching metaphors as a tool of study. Analysis revealed: (a) teacher effectiveness ratings were more meaningful when examined by metaphor periods and when outliers, which skewed the trends, were removed, (b) patterns in students’ optional narrative comments on ITEs indicated that students consistently saw instructor strength in caring and weakness in clarity, (c) there was no clear correlation between narrative comments and teacher effectiveness ratings, and (d) alignment with identified teaching metaphors was strongest with student narrative comment categories. In addition, doing this analysis reframed the way I thought of myself as a teacher and allowed me to make positive changes in how I related to students. Comments from the course in the semester following the analysis support this contention. This work informs the field by considering the usefulness of metaphors for long-term study of practice as well as modeling how teacher educators subjected to accountability measures can use such institutional measures to create meaningful study of practice. 相似文献
4.
Students' ratings of teacher personality and teaching competence 总被引：1，自引：0，他引：1
John Jones 《Higher Education》1989,18(5):551-558
The validity of student rating of teaching is discussed in terms of the effect that students' perceptions of teacher personality might have on that rating. A procedure for using student feedback to evaluate teaching was trialled which sought to minimise the effect of teacher personality on students' ratings of teaching quality. A total of fifteen rating exercises, using ten teachers over a two year period, was carried out. Results indicate that teacher personality, as perceived by students, is still very significantly related to their ratings of teaching quality. It is argued that this is a proper state of affairs which does not undermine the validity of student ratings. 相似文献
5.
学生的个别差异与教师的评价 总被引：6，自引：0，他引：6
本文主要探究学生的个性特征、学习成绩和性别等个别差异在教师的评价方面的需求之影响。实验采用问卷调查法发现,性别和个性特征二因素之间交互作用以及学习成绩都对学生在教师的评价方面的需求有显著性影响;实验还发现大多数学生所需求的鼓励和提醒与教师常采用的赞扬不一致,这种不一致可能抑制学生的学习动机和阻碍师生心理健康发展。因此,为了激发学生的学习动机,维护师生心理健康,笔者建议教师根据学生的个性特征、学习成绩和性别等个别差异评价学生。 相似文献
6.
Sarah C. Wood 《Roeper Review》2013,35(3):194-204
This exploratory study considered the perceptions of parents and teachers regarding behaviors exhibited by gifted students who may have attention deficit hyperactivity disorder (ADHD) by examining their responses to the Conners 3 behavior rating scale. Statistical analysis revealed average scores in the ratings of parents and teachers in the areas of inattention, hyperactivity/impulsivity, executive functioning, and learning problems. Parent and teacher ratings of these students were not significantly correlated nor were there significant differences between parents and teachers on ratings of students. The need for further examination of the psychometric properties and appropriate use of the Conners 3 in diagnosis of twice-exceptional students, the need for normative data on gifted populations for the Conners 3, and a greater understanding of the differential display of ADHD in the gifted population were suggested. 相似文献
7.
《Africa Education Review》2013,10(2):220-233
Abstract Practical teaching forms an integral part of teacher training. Teacher education programmes at the University of South Africa (Unisa) are no exception. However, there are two sides to this coin. On the one side, research studies led to the conclusion that teaching practice is a valued and a very necessary part of teacher education for students to become competent teachers. On the other side, it was also concluded that teaching practice was less than satisfactory because of deficiencies in the quality of supervisor teachers and in the application of theory in practice. Given the critical importance of practical teacher education, there has been a concern among lecturers at Unisa about how student teachers experience their teaching practice periods. A survey based on two unstructured questions and open-ended semistructured questions as a data collection instrument was undertaken with a sample population of third-year teacher training students to determine the negative and positive experiences of student teachers during their teaching practice. It was evident from the findings that the most outstanding positive experience of the student teachers concerned was the support system offered to them by the supervisor teacher. Negative experiences included exposure to bad discipline in the classrooms and the enlistment of students as cover teachers, thus precluding the presentation of lessons as planned. These findings compelled the researchers to prepare students during their training more thoroughly for what they might experience while doing their teaching practice. 相似文献
8.
This study tested the Systematic Distortion Hypothesis by examining the factorial validity of student ratings of university
teaching. Factorial validity is defined as the degree to which covariance among judged traits resembles the actual or true
covariation of observable behaviors underlying these traits. Although many studies have examined the factorial validity of
ratings, results are inconsistent. The present study used a more complete methodology to address some of the limitations of
previous studies. Student ratings of teaching and measurements of actual teaching behaviors were obtained for 32 instructors.
Student ratings were compared to frequency counts of actual teaching behaviors obtained from videotape and to students’ similarity
judgments of teacher characteristics. It was found, first, that the structure of student ratings showed a moderately strong
relation to the structure of actual behaviors, and a somewhat stronger relation to the structure of conceptual associations;
and second, that the effects of systematic distortion were more pronounced for low-inference student ratings than for high-inference
ratings. 相似文献
9.
E. Grant Youmans 《Journal of Experimental Education》2013,81(4):259-271
Teacher ratings of students’ potential achievement, classroom behavior, and personal characteristics, and teacher-student dyadic interaction measures were obtained to examine the nature of teacher perceptions and interaction with black and white, male and female students in integrated classrooms. Two-way (race X sex) multivariate analysis of variance of the ratings and interaction data yielded significant differences in teacher perceptions of their students according to race, with whites being rated more favorably than blacks. There were no significant sex effects or differences in teacher-student interaction. Examination of the relationship between student behavior and teacher ratings revealed differences between black and white students, suggesting that the teacher differentially interpreted the same student behavior depending on the students’ race. 相似文献
10.
Betty J. Haslett 《Research in higher education》1976,4(1):41-58
The evaluative dimensions students used in assessing their academic self-concept were correlated with judgmental dimensions students utilized in evaluating teachers by means of a stepwise multiple regression analysis. All students evaluated themselves as students in terms of academic skill and ability, interpersonal effectiveness, and quality of scholastic involvement. College students also evaluated themselves on self-confidence and style of intellectual inquiry, while high school students evaluated themselves on their tolerance. All students judged teachers on the dimensions of student/teacher rapport, communicative style, instructional style, and stimulation. Dimensions of student academic self-concept were significantly related to students' judgments of teaching: student interpersonal effectiveness was found to be the most significant overall predictor of high school students' attitudes toward teachers, whereas a student's assessment of his academic abilities was the major predictive variable among college students. Student sex was not a significant predictor of students' attitudes toward teachers except for the dimension of student/teacher rapport among college students, with females rating teachers significantly higher on this dimension than males. 相似文献
11.
为了解高校师生关系状况,并提出改善师生关系的建议。本研究采用开放性问卷调查了56名大学生被试对教师和学生的主要印象,在此基础上编制问卷对来自4所高校的466名大学生被试进行了外显师生刻板印象和师生关系满意感调查,两周后挑选其中72名被试进行内隐联想测验（IAT）。结果表明：大学生有明显的外显师生刻板印象,这些刻板印象不受被试性别、生源地影响;大学生有明显的内隐师生刻板印象,来自农村的大学生比来自城市的大学生内隐刻板程度更深;总体而言,高校师生关系不太乐观;经过数据分析发现,大学生的师生印象与师生关系满意感相关不大。 相似文献
12.
This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers’ report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers’ reported instructional assessment practices based on sex ( t?=?0.10; df?=?53; p?=?0.992), teaching experience ( F[4,50]?=?1.766; p?=?0.150), the level of professional qualification (F[3,45]?=?0.2117; p?=?0.111) or the level of academic qualification (F[2,52]?=?0.504; p?=?0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers’ report of good instructional assessment practices. The study also found that the joint effect of the variables teacher sex, teaching experience, teacher professional qualification and teacher academic qualification was not significant in predicting the instructional assessment practices scores of the science teachers. However, the joint effect of these variables was statistically significant (X 2?=?18.482; df?=?10; p?=?0.047) in predicting the teachers’ reported use of good instructional assessment practices. The best predictor of teachers’ report of good instructional assessment practices, though not statistically significant, was the diploma in education professional qualification. 相似文献
13.
教师话语贯穿于课堂教学的整个过程,不仅是教师完成教学计划的辅助工具,更是课堂语言输入的主要来源,在教师进行课堂教学及学生完成语言习得的过程中具有至关重要的作用。因此,开展教师话语研究具有重要的指导意义及实践价值。通过对上海市中等职业学校教师教学法改革交流评优活动参赛课(公共英语组)中评选出的优秀获奖课和未获奖课之间的教师话语进行对比分析,研究这两类课在教师话语方面的差异,从而揭示中职英语优质课教师话语的使用特点,并希望以此促使中职英语教师更多的关注并优化英语课堂上的教师话语,提高课堂教学质量。 相似文献
14.
In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices. 相似文献
15.
The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk-taking within the classroom, and student self-regulation. The three levels we looked at for this study included highly effective teachers, proficient teachers who have taught for more than 3 years, and new/developing teachers. The results found three major themes with differences in how teachers at each level approached classroom management, relationships with students, and student behaviors within the classroom. The student behaviors within the classroom included self-regulation and risk-taking. The results of this study provide researchers more information regarding the different stages of teaching, information to schools on ways to mentor teachers at each level of teaching, and information to teacher preparation programs on ways to help preservice teachers prepare for the classroom. 相似文献
16.
陈列 《遵义师范学院学报》2002,4(4):80-82
在社会经济迅速发展、信息激增的时代 ,教师在教学中若能充分把握学生学习心理活动规律 ,注意培养、激发其学习动机及思维、观察、记忆、综合归纳等能力 ,让学生学会学习的方法 ,具备学习的能力 ,则将有利于对学生进行全面、综合素质的培养。 相似文献
17.
This study examines the influence of St. John's University Summer Science Experience and Teacher Mentoring Program on African American and Hispanic high school students' interest in science and science teaching as career goals. In the first phase of the program, high school students from six school districts in Suffolk County, Long Island (a suburb of metropolitan New York City) engaged in investigative science experiences that emphasized environmental science, chemistry, and technology and learned about effective science pedagogy. The second phase of the program functioned as a teaching practicum for the high school students, where they planned for instruction and taught middle school students investigations similar to those that they had engaged in during the summer program. Various surveys were developed to assess high school students' attitudes about science and science teaching, knowledge of effective teaching approaches, knowledge of ways to motivate younger students, and the overall impact of the program on the high students' interest in science and/or science teaching as career goals. Program evaluations reveal that over 75% of the students expressed an interest in considering science or science teaching as career possibilities. Implications for minority teacher recruitment are discussed. 相似文献
18.
THE RELATIONSHIP BETWEEN CEQ RATINGS AND INSTRUCTOR'S RANK, CLASS SIZE, AND COURSE LEVEL 总被引：3，自引：0，他引：3
A study was conducted to determine if the tendency for faculty members of higher rank to receive the highest ratings on the Illinois Course Evaluation Questionnaire (CEQ) remained when variables such as class size and course level were taken into account. The relationship between CEQ ratings and instructor's rank, class size, and level of course was examined by means of multivariate analysis of variance (MANOVA). Dependent variables were the six subscales of the CEQ. As hypothesized there were no significant differences in ratings assigned by students in small (1-20 students), medium (21-40 students), and large (over 40 students) classes, or received by teaching assistants, instructors, and assistant, associate, and full professors. Highly significant differences, however, were found in ratings assigned by students in freshman, sophomore, junior, senior, and graduate level courses. In addition, significant size by level and size by rank interaction effects were found. Discriminant functions computed for effects found to be significant yielded information concerning the extent and direction of these significant differences. 相似文献
19.
Helen M. Doerr 《Educational Studies in Mathematics》2006,62(1):3-24
Recent research suggests that the examination of students' work may lead to changes in teaching practice that are more effective in terms of students' mathematical learning. However, the link between the examination of students' work and the teachers' actions in the classroom is largely unexamined, particularly at the secondary level. In this paper, I present the results of a study in which teachers had extensive opportunities to examine the development of students' conceptual models of exponential growth in the context of their own classrooms. I describe two related aspects of the practice of one teacher: (a) how she listened to students' alternative solution strategies and (b) how she responded to these strategies in her practice. The results of the analysis suggest that as the teacher listened to her students, she developed a sophisticated schema for understanding the diversity of student thinking. The actions of the teacher supported extensive student engagement with the task and led the students to revise and refine their own mathematical thinking. This latter action reflects a significant shift in classroom practice from the role of the teacher as evaluator of student ideas to the role of students as self-evaluators of their emerging ideas. 相似文献
20.
褚远辉 《洛阳师范学院学报》2000,19(4):80-81
学生对教师的“认同感” ,作为师生在相互交流过程中产生的一种情感传输效应 ,它在教育教学和良好师生关系的建立等方面都具有重要的作用。学生对教师认同与否主要取决于教师自身的素质 ,同时学生的崇师心理、受教感、向师性是这种认同感产生的心理基础 ,而其客观因素 ,则是学生身心发展的未成熟性所决定的。在教育教学中 ,教师应该充分珍惜学生认同教师的自然和心理倾向 ,努力提高自身的素质 ,争取最佳的教育效果。 相似文献