Instructor Reputation and Student Ratings of Instruction     

Bryan W. Griffin 《Contemporary educational psychology》2001,26(4):534

The purpose of this study was to examine the association between instructor reputation, as perceived by students, and student evaluations of the instructor and course. A total of 754 students from 39 classes participated in the study. Based on what students claimed to have heard about the instructor prior to enrolling in the course, they were classified into one of three groups: positive reputation, no information, and negative reputation. Using these groupings, two analyses were performed. In the first, mean overall ratings for the instructor and course were calculated and presented by class. In the second, both instructor and course ratings were modeled using multilevel regression. Results show large mean differences in both instructor and course ratings between the positive and negative reputation groups. More specifically, students who heard positive information regarding the instructor's reputation rated both the instructor and course higher than students who heard negative information about the instructor.  相似文献   

The Impact of David Bearman on Modern Archival Thinking: An Essay of Personal Reflection and Critique     

Terry Cook 《Archives and Museum Informatics》1997,11(1):15-37

This essay is a preliminary assessment of David Bearman as the leading archival thinker of the late twentieth century. Bearman has revolutionized thinking in archival circles around the world by offering a defence of traditional archival notions of provenance, evidence, recordness, and contextuality that equals the noblest statements of a Hilary Jenkinson, and by positing a relevant, dynamic, engaged future for archivists to transform the Information Age into a Record-Keeping Age. The essay is both a personal reflection and critical analysis. There are three main themes: an assessment of Bearman's ideas and their overall importance to general archival theory; a more specific exposition of the nature and importance of the University of Pittsburgh Project and of where Bearman sees that its results are leading archivists and their profession and institutions in future; and a critique of some of the implications, if not the conscious intentions, of his ideas and methods that seem to exclude the cultural, historical, and heritage dimensions and uses of archives, public or private. The overall aim of the essay is to push the archival discourse to the next stage by challenging and constructively critiquing as well as extolling the work of this archival pioneer.  相似文献   

Archives, records, and power: From (postmodern) theory to (archival) performance     

Terry Cook  Joan M. Schwartz 《Archival Science》2002,2(3-4):171-185

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THE GROWTH OF MIDDLE SCHOOLS: EDUCATIONAL RHETORIC AND ECONOMIC REALITY     

K.A. Bryan  K.W. Hardcasfle 《Journal of educational administration and history》1977,9(1):49-55

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Public policy and finality in teacher/board bargaining: The ontario case     

Bryan M. Downie 《Interchange》1978,9(3):2-22

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What do they know?: An assessment of undergraduate library skills     

Lilith R. Kunkel  Library Director  Susan M. Weaver  Library Director  Kim N. Cook  Library Director 《The Journal of Academic Librarianship》1996,22(6):430-434

This article, which examines variables affecting scores on a test of library skills, finds that the frequency with which students receive assignments requiring library research is the best predictor of a score. The unevenness is students' research skills has implications for bibliographic instruction.  相似文献   

Computer-assisted instruction for medicine and nursing: sources and programs     

V Cook  J McCorkel 《Bulletin of the Medical Library Association》1987,75(2):101-108

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A     

Stanley Cook 《English in Education》1974,8(1):52-62

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Modification of attitudes of regular class children towards the handicapped for the purpose of achieving integration     

Richard L Simpson  Nancy E Parrish  Janis J Cook 《Contemporary educational psychology》1976,1(1):46-51

Two experimental procedures for positively modifying the attitudes of regular classroom children towards the handicapped were conducted. In both studies, curriculum and/or experiences with the handicapped were introduced to randomly selected groups of regular class elementary children. The curriculum consisted of literature, filmstrips, and lectures about handicapped children, while the experiences consisted of controlled integrational activities. The results indicated that the procedures were partially successful in modifying the attitudes of regular class children towards the handicapped. It was concluded that techniques must be developed systematically for achieving more positive attitudes in regular class children if “mainstreaming” is to become an effective educational concept.  相似文献   

Different for women? The challenges of doctoral studies     

Susan Carter  Marion Blumenstein  Catherine Cook 《Teaching in Higher Education》2013,18(4):339-351

This exploratory study investigates gender-specific differences in the challenges of the doctoral experience through the observations of a counsellor working with doctoral students. The article first contextualises the study within the literature investigating doctoral attrition and gender equity, showing that identity transformation over the doctorate is problematic in particular aspects for women. We confirm that cultural expectations regarding women passivity, family nurturance and (at least symbolic) subordination to male authority can cause tensions between women's social relationships and academic performance which values assertiveness, clear communication and confident management of power relationships. We identify various conflicts between the female roles of the social sphere and the academic arena that problematise the identity transition of the doctorate from student to independent researcher.  相似文献