Bias and the intended use of student evaluations of university faculty   总被引：1，自引：0，他引：1  

Katherine Lewellan Kasten  I. Phillip Young 《Instructional Science》1983,12(2):161-169

This study examines whether the intended use of data obtained from student evaluations of university faculty biases the ratings. The paper reviews and critiques previous research done in the area. Previous studies produced contradictory results, but the results were confounded by several methodological problems. The research reported here remedied some of the problems in previous studies. The findings indicated that, while students are aware of the intended use of ratings as stipulated in written directions, different uses do not result in statistically significant differences in the ratings. Implications for the use of student ratings in the evaluation of faculty are discussed.  相似文献   

Supporting Kindergarten Teachers’ Mathematics Instruction and Student Achievement Through a Curriculum-Based Professional Development Program     

Drew Polly  Chuang Wang  Richard Lambert  Christie Martin  Jennifer Richardson McGee  David Pugalee  Amy Lehew 《Early Childhood Education Journal》2017,45(1):121-131

This study investigates the impacts of a year-long professional development program on Kindergarten teachers’ beliefs and practices and the association of these changes with student achievement in mathematics measured by curriculum-based instruments. Although teacher content knowledge was not statistically significantly different before and after participation in the program, changes in teachers’ beliefs and practices were both noticed: a trend towards discovery/connectionist orientation and student-centered practices. Teachers’ gain scores on a measure of mathematics content knowledge was positively related to the linear growth rate of student achievement.  相似文献   

Achievement Goals During Middle Childhood: Individual Differences in Motivation and Social Adjustment     

Travis M. Wilson  Chanjin Zheng  Katherine A. Lemoine  Caroline P. Martin  Yue Tang 《Journal of Experimental Education》2016,84(4):723-743

Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported adjustment variables. Cluster analysis revealed four groups of students: mastery (above average in mastery goals, below average in performance-approach and performance-avoidance goals), multi-goal (above average in all three goals), avoidant (above average in performance-avoidance goals, below average in mastery and performance-approach goals), and low motivation (below average in all three goals). Clusters differed in self-reported academic self-efficacy and perceptions of teacher support, teacher-reported academic competence, and peer nominations of social status. Mastery students had the most adaptive profiles; low motivation, the least adaptive. Avoidant boys had more maladaptive profiles than avoidant girls.  相似文献   

Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria     

James Elander  Katherine Harrington  Lin Norton  Hannah Robinson  Pete Reddy 《Assessment & Evaluation in Higher Education》2006,31(1):71-90

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Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School     

Dawson  Vaille  Carson  Katherine 《Research in Science Education》2020,50(3):863-883

Research in Science Education - Improving the ability of young people to construct arguments about controversial science topics is a desired outcome of science education. The purpose of this...  相似文献   

Exploration of the developing role of the educational psychologist within the context of “traded” psychological services     

Katherine Lee  Kevin Woods 《Educational Psychology in Practice》2017,33(2):111-125

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Dialogic Approaches to Strategic Planning in Academic Libraries: An Appreciative Inquiry Case Study at Oviatt Library     

Wanda V. Dole  Katherine Dabbour 《图书馆管理杂志》2017,57(4):468-480

This article provides an overview of the status of strategic planning in academic libraries. It discusses the trend towards “dialogic” (e.g. Appreciative Inquiry) rather than “diagnostic” (e.g. SWOT) approaches to strategic planning—a trend aligned with a dialogic movement in organization development. The authors explain the difference between dialogic and diagnostic methods and what made Appreciative Inquiry (AI) a good choice for strategic planning at Oviatt Library, California State University, Northridge (CSUN). In the final section, the authors present a case study of the Oviatt Library project with information about the planning process including staffing for the project. Although focused on academic libraries, the information about strategic planning frameworks and processes is applicable to any type of library.  相似文献   

Stories from the Field: Challenges of Science Teacher Education Based on Interdisciplinary Approaches     

Wieseman  Katherine C.  Moscovici  Hedy 《Journal of Science Teacher Education》2003,14(2):127-143

Journal of Science Teacher Education -  相似文献   

Confident in a Kiss?     

Mary Richardson  Susan Haller 《Teaching Statistics》2003,25(1):6-11

This article describes an interactive activity for illustrating general properties of confidence intervals and the construction of confidence intervals for proportions. In completing this activity, students generate, collect and analyse data.  相似文献   

Black-white discrimination and orienting behavior in the desert iguana (Dipsosaurus dorsalis)     

Frank S. Garzanit  Ann M. Richardson 《Learning & behavior》1974,2(2):126-128

Six desert iguanas (Dipsosaurus dorsalis) were trained on a black-white discrimination problem using a modified Lashley maze I. The results, in terms of number of trials to criterion, compared favorably to those reported for turtles on the same brightness difference. Efficiency of learning was attributed to (1) the angle separating the discriminanda, (2) intertrial substrate temperature, and (3) visual attentional characteristics of the apparatus. In addition, orienting responses (VTE) varied in expected directions according to speed of learning and difficulty of maze choice points.  相似文献