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1.
Grace Woody 《Journal of Experimental Education》2013,81(2):145-158
Based on previous work by H. G. Murray, this study examined relationships between overt classroom teaching behaviors of college instructors and student ratings of teaching effectiveness. One hundred seven students who enrolled in six sections of an introductory psychology course rated instructors on 12 measures of teaching effectiveness and reported the frequencies of 20 observable, inclass teaching behaviors. Relationships between teaching behaviors and student ratings were examined by simple, multiple, and canonical correlation procedures. A complex pattern of relationships emerged. The canonical analysis revealed a two-dimensional structure consisting of instructor clarity and student-teacher rapport dimensions. Teaching behaviors loading on these dimensions were examined. 相似文献
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Dr. Gordon E. Greenwood Al Hazelton Albert B. Smith William B. Ware 《Research in higher education》1976,5(2):171-178
The purpose of the study was to investigate relationships between student ratings of college teaching using four types of student rating instruments and pre- vs. post-student achievement gains in 36 sections of an undergraduate analytic geometry and calculus course. Student rating instruments used varied according to type of items (high vs. low inference) and focus (students rating their own perceived growth vs. rating the instructor). Data were collected on 799 students (66% freshmen; 16% sophomore; and 15% juniors) at the University of Florida, and relationships were analyzed using the Pearson product-moment correlation technique. Significant relationships were not found between student ratings and student achievement. 相似文献
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This study examined the relationship between student ratings and instructors’ predictions of these ratings, taking into account other instructor, student, and course characteristics. Participants in the study were 198 instructors in the School of Education at a major teacher training college in Israel. Data corresponding to one randomly selected course per instructor were collected using student and instructor questionnaires and college records. Results indicate a systematic positive relationship between instructors’ predictions and actual student ratings with respect to overall ratings and the ratings of three dimensions of teaching. Results also demonstrate a systematic trend whereby low‐rated instructors tend to overestimate their student ratings, high‐rated instructors underestimated ratings, and moderately rated instructors gave accurate predictions. Results have implications for using predictions to motivate teaching improvement. 相似文献
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Teaching Effectiveness: The relationship between reaction and learning evaluation criteria 总被引：1，自引：0，他引：1
This study used a pre/post design to assess student learning for the purposes of examining relationships among student grades, student learning, and student evaluations of teaching. These relationships were reframed in terms of reaction (Level I) and learning (Level II) evaluation criteria. Participants were 652 undergraduate students enrolled in seven sections of an introductory psychology course. Our results indicated a medium relationship between student grades and the pre/post learning measure. In addition, a small relationship was observed between student ratings of teaching effectiveness and a pre/post measure of learning. We conclude that student ratings and learning measures assess different aspects of teaching effectiveness and should not be used interchangeably. The most appropriate criterion for assessing teaching effectiveness is a function of the goal of evaluation. However, reaction and learning measures may be used in conjunction to obtain a more complete picture of instructor effectiveness. 相似文献
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Dieter J. Schönwetter Rodney A. Clifton Raymond P. Perry 《Research in higher education》2002,43(6):625-655
Improving the quality of higher education for all students requires researchers to focus on factors that potentially influence learning. Of particular interest are student entry characteristics and effective teaching behaviors. Accordingly, structural equation modeling was used to examine the relationships between student differences, prior experience with the subject material, past performances, teaching behaviors, and perceived learning and achievement. A theoretical model containing 8 variables was formulated and tested on students who were either experienced or inexperienced with the course material. The data were gathered at a large midwestern university fitting the Carnegie classification as a research institution. Overall, student achievement is affected by test anxiety and high school GPA. Prior experience with the course content revealed that content-unfamiliar students' perception of learning is more positively influenced by instructor organization than by instructor expressiveness, whereas for content-familiar students, expressiveness is much more influential than organization. Additionally, content-unfamiliar students are more sensitive to both teaching behaviors than content-familiar students. These findings have important implications for administrators, instructors, and researchers. 相似文献
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Shaun Michael Burns Larry H. Ludlow 《Journal of Personnel Evaluation in Education》2005,18(2):127-138
Institutions of higher learning employ compulsory attendance policies with the expectation that these mandates enhance students' academic performance and perceptions of course quality. However, numerous empirical investigations demonstrate equivocal and often contradictory findings regarding the relationship between attendance and various markers of student achievement. The present investigation extends this research by exploring the utility of student ratings of the need to attend class in predicting their perceptions of teaching excellence after controlling for class size, instructor availability, and small-group interactions. As hypothesized, ratings of the need to attend predicted excellence while accounting for a significant 5.3% of the variance. Discussion and conclusions highlight the utility of class attendance in understanding students' evaluations of teaching and course quality. 相似文献
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Roger E. Haugen 《Community College Journal of Research & Practice》2013,37(1-4):103-113
Relationships between student ratings, instructor pedagogical training, subject‐matter preparation in teaching field, and length of teaching experience were examined for community college university transfer instructors. Moderate but statistically signficant relationships were found between pedagogical training, amount of subject‐matter preparation in teaching area, and the rating subscale of Course Organization and Planning. Results indicated that students tend to give higher ratings to instructors with pedagogical training, while instructors with greater amounts of graduate‐level, subject‐matter preparation tend to receive lower ratings. 相似文献
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This is the third of three studies using complementary designs to investigate the effects of teacher attire on student perceptions of instructors and instruction in contemporary college classrooms. In line with Studies One and Two, modest effects of attire on perceptions of extroversion and competence were found; however, previous conclusions that instructor attire has little meaningful, predictable effect on ratings of attributes related to either approachability or credibility were reinforced. Student judgements of such attributes were influenced far more by teacher use of immediacy behaviors than by attire. In particular, positive effects resulting from teachers’ choice of formal professional attire were not supported. This is the final study in a three‐part series designed to investigate the implications of instructor attire in the contemporary college classroom. Interest in this topic was sparked by collegial conversations regarding advice for new teaching assistants: What can they do to enhance credibility, approachability, and teacher evaluations? Does what they wear make a difference? 相似文献
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Timothy Curby Patrick McKnight Lisa Alexander Simone Erchov 《Assessment & Evaluation in Higher Education》2020,45(1):44-53
AbstractEvaluation of college instructors often centers on course ratings; however, there is little evidence that these ratings only reflect teaching. The purpose of this study was to assess the relative importance of three facets of course ratings: instructor, course and occasion. We sampled 2,459 fully-crossed dyads from a large university where two instructors taught the same two courses at least twice in a 3-year period. Generalizability theory was used to estimate unconfounded variance components for instructor, course and occasion, as well as their interactions. Meta-analysis was used to summarize those estimates. Results indicated that a three-way interaction between instructor, course and occasion that includes measurement error accounted for the most variance in student ratings (24%), with instructor accounting for the second largest amount (22%). While instructor - and presumably teaching - accounted for substantial variance in student course ratings, factors other than instructor quality had a larger influence on student ratings. 相似文献
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The purposes of this study were to (1) study changes in attitude toward science, school, and academic self among college biology students, and (2) to examine relationships between attitudes and achievement in an introductory college course in biology. The three attitude variables were assessed at the beginning and end of the study. Each of the three constructs was measured by the semantic differential and one additional instrument. One cognitive measure, biology achievement, was taken at the beginning and end of the study. This was accomplished by using the Nelson Biology Test. Another cognitive measure, grade in the course, as given by the instructor, was recorded at the end of the course. Normative data and correlation coefficients among pre- and postadministrations were calculated for each institution and the composite sample as well. An analysis of variance showed that while gains in scores on the Nelson Biology Test were significant beyond the 0.01 level of probability, changes in attitude scores were not. Correlations were calculated between the attitude and cognitive variables in this study. Relationships between academic self-concept and achievement in biology were the strongest. Data from this study show that while student cognitive behavior was changed during an introductory college biology course, selected attitudes either stayed the same or became slightly more negative. Affective as well as cognitive gains would appear to be desirable goals in college courses. As we learn more about relationships that exist between cognition and affect, science educators at all levels will become better equipped to improve learning in science. 相似文献
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The present study investigated potentially destructive instructor and student communication. In particular, it examined the relationships between instructor use of antisocial behavior alteration techniques (BATs), student perceptions of instructor interactional justice, and students' likelihood of indirectly aggressing against their instructors. Results indicate that student perceptions of instructors' use of antisocial BATs and instructor interactional injustice predicted increased student indirect aggression. In addition, student perceptions of instructor antisocial BAT use and interactional justice were negatively correlated and interactional justice was a stronger predictor of student indirect aggression than was instructor antisocial BAT use. 相似文献
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K. David Roach 《Communication quarterly》2013,61(3):125-141
This study examined the influence of teaching assistant attire in the university classroom. Significant relationships were found between instructor attire and student cognitive learning, affective learning, and ratings of instruction. Analysis of variance indicated significant differences in these variables by levels of teaching assistant dress. Significant negative relationship was found between instructor attire and student likelihood of misbehavior. Analysis of variance revealed that student misbehaviors were less likely for teaching assistants with high professional dress. 相似文献
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Raymond P. Perry 《Educational Research and Evaluation》2013,19(4-6):551-558
By happenstance rather than design, what began as a single study intended to refute the validity of student ratings of instruction turned into a 30-year quest into the nature of college teaching. Although I found that student ratings can be affected by seemingly extraneous variables such as instructor reputation, I quickly realized that the validity issue was not as simple as it first appeared, raising further questions such as: Was the student ratings questionnaire used in my study valid to begin with? Is instructor reputation simply a nuisance variable, even though it affects the validity of student ratings? Are students seduced by instructor reputation only under certain conditions? and so on. Oddly enough, a number of researchers, including myself, initially became interested in studying college teaching by attempting to demonstrate the invalidity of student ratings despite a research. 相似文献
15.
Francis Jones 《Assessment & Evaluation in Higher Education》2018,43(2):323-338
We compared seven unrelated data-sets to evaluate a major education improvement initiative. Perceptions of students in 54 course sections were surveyed regarding the helpfulness of 39 specific teaching or learning strategies, and relative workloads and enthusiasm were compared to their other courses. Classes were observed using an established protocol, instructors completed a teaching practices inventory, and their experience with evidence-based pedagogies was established. A graduation exit survey provided longitudinal indications of changes prior to the study, and institutional student ratings of instruction were obtained. This study sought to determine whether improvements were consistently revealed by these data, how perceptions depended upon class size, course improvement model and instructor experience, and whether student ratings captured consistent perceptions about effectiveness. Overall, results compared favourably. Student perceptions and observed effectiveness depended mainly upon class size and improvement strategy. Students found experiences more effective in courses taught by experienced instructors and in classes observed to be more active. Relative workloads were not correlated with any measure of effectiveness while relative enthusiasm was higher in courses perceived to be more effective. Student ratings were consistent with other data-sets, although they did not provide information specific enough for informing further improvements. 相似文献
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Paul H. Jacques John Garger Michael Thomas Veselina Vracheva 《Learning Environments Research》2012,15(1):1-15
This study tested a series of hypotheses linking college support and quality of student?Cinstructor relations with outcomes including student efficacy, social connectedness with peers, expectancies and academic performance. Early quality of exchanges with the instructor using Leader?CMember Exchange theory was found to be a key indicator of academic outcomes. In addition, perceived organisational support was linked to ratings of instructor?Cstudent quality of exchanges, and the quality of exchanges between instructors and students served as an antecedent to social integration and academic self-concept. Academic self-concept was found to correlate with early perceptions of academic performance which, in turn, predicted students?? actual academic performance. Implications of this research include support for individualised rather than universal communication and interactions between instructors and students, development of relationships at the dyadic rather than group levels, and leadership as a means to develop student performance in a classroom setting. 相似文献
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The relationship between salary increases and student ratings of teaching effectiveness was studied for a sample of 266 faculty members at Kansas State University. Three measures of teaching effectiveness (student progress in meeting relevant course objectives, liking the instructor, and appreciation of the field of study) and two salary criteria (percent and dollar increases) were used. Several measures of the emphasis on the teaching function were used to determine if this variable moderated the relationship between salaries and student ratings. The effect of discipline was also examined.In general, there was a modest but significant correlation between ratings of teaching effectiveness and percent salary increase. The amount of emphasis given to the teaching function was a significant determinant of the strength of this relationship. Correlations were generally more pronounced in social science and humanities than in the science areas. Student motivation was highly correlated with effectiveness ratings, but was not regularly taken into account in salary recommendations. 相似文献
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This study investigated college student perceptions of the (in)appropriateness of instructor disclosures and perceived functions of instructor disclosures. An interpretive analysis of 35 college students identified that family relationships, life experiences and background, and everyday talk and activities were forms of appropriate disclosures; whereas, intimate relationship details, personal problems, personal opinions, and drinking behavior were considered inappropriate topics for instructors to disclose. In terms of the function of instructor disclosures, students perceived that these disclosures worked to humanize instructors, make instructors approachable, and create affect for instructors and courses. Implications and future research are also discussed. 相似文献
19.
Student ratings and various instructional variables from a within-instructor perspective 总被引：1，自引：0，他引：1
The relationship between class size, instructional method, course level, reason for enrollment, and student ratings of instruction was assessed from a within-instructor perspective. Two hundred fifty-four pairs of courses taught by the same instructor were correspondingly identified and subjected to a stepwise multiple regression procedure. Only class size was found to be a significant predictor of ratings once individual differences between instructors were controlled, hence underlining the importance of (1) taking cognizance of the size of the course when using student ratings of instructors as a measure of teaching effectiveness, and (2) controlling for systematic variation due to instructor idiosyncracies in instructional research. 相似文献
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Esenc M. Balam 《Assessment & Evaluation in Higher Education》2010,35(2):209-221
Based on the review of student ratings myths by Aleamoni (1987, 1999), a survey research design was used to analyse differences between college students' (n = 968) and faculty's (n = 34) perceptions. Generally, students held stronger beliefs in these myths, in that they believed faculty with excellent publication records were better qualified to evaluate teaching and that student ratings on single general items are accurate measures of teaching effectiveness. On the other hand, faculty believed that student ratings were invalid and unreliable. Further examination of student characteristics revealed that male students held stronger beliefs in these myths. Finally, students' beliefs in these myths were correlated with their actual ratings of nine dimensions of the Student Evaluation of Educational Quality. A discussion as well as suggestions for using student ratings is provided. 相似文献