Sources of variance in end-of-course student evaluations     

Timothy Curby  Patrick McKnight  Lisa Alexander  Simone Erchov 《Assessment & Evaluation in Higher Education》2020,45(1):44-53

Abstract

Evaluation 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   

Interrupting the Pathway From Discrimination to Black Adolescents’ Psychosocial Outcomes: The Contribution of Parental Racial Worries and Racial Socialization Competency     

Riana E. Anderson  Shawn C.T. Jones  Farzana T. Saleem  Isha Metzger  Nkemka Anyiwo  Kyle Simone Nisbeth  Kiana D. Bess  Kenneth Resnicow  Howard C. Stevenson 《Child development》2021,92(6):2375-2394

Racial discrimination can lead to psychosocial problems for Black adolescents, including internalization (e.g., depression) and externalization (e.g., conduct problems). Black parents (N = 186; M_age = 42.9) of adolescents (ages 10–18) were assessed to investigate how parental worries and racial socialization competency (i.e., confidence, skills, and stress) contribute to the association between parental discrimination experiences and their adolescents’ psychosocial problems. Mediation analyses indicated that the total direct models with discrimination, worries, and problems had good fit, and that the addition of worry mediated the discrimination-problems association. Furthermore, racial socialization competency moderated the association between worry and problems, wherein greater competency was associated with less impact of worry on problems. Findings illuminate potential intervention targets for buffering discrimination’s influence on adolescents’ psychosocial functioning.  相似文献   

Cognitive capitalism     

Simone Varriale 《Cultural Trends》2014,23(1):70-72

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Cultural practices,age and the life course     

Simone Scherger 《Cultural Trends》2009,18(1):23-45

Social science studies of cultural activity commonly focus on class, gender and ethnicity and often treat age as an unimportant background variable. This article demonstrates the central importance of age as a factor affecting cultural consumption, using data from the “Taking Part” Survey of England. As well as seeking to describe the main aspects of age differentiation, the article unpacks what is often called, in a simplified way, “age effects”. The socio-historical dynamics leading to the existence of age effects are examined, first theoretically, and second, through some empirical examples (doing sport, playing a musical instrument/singing, cinema, visiting exhibitions or collections of art/photography/sculpture, doing textile crafts). A number of influences are shown to account for the importance of age: health, the individual life course, the different socio-economic background of cohorts and other, more complex cohort effects. Possible interpretations of these cohort effects on cultural practices are discussed at the end of the article.  相似文献   

Crosslinked fluorinated polyurethanes for the protection of stone surfaces from graffiti   总被引：1，自引：0，他引：1  

Maurizio Licchelli  Simone Jacopo Marzolla  Antonio Poggi  Chiara Zanchi 《Journal of Cultural Heritage》2011,12(1):34-43

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In Tribute to Alexander M. Dushkin     

Simone A. Schweber 《Journal of Jewish Education》2013,79(1-2):42-59

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Editorial introduction: Motivation and learning in multiple contexts     

Simone Volet  Karen Kimmel 《European Journal of Psychology of Education - EJPE》2012,27(2):155-160

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Group work does not necessarily equal collaborative learning: evidence from observations and self-reports     

Mark Summers  Simone Volet 《European Journal of Psychology of Education - EJPE》2010,25(4):473-492

Situative and sociocognitive analyses were combined to examine engagement in high-level collaborative learning and its relationship with individuals’ cognitions. Video footage of 53 science university students’ (nine groups) collaborative learning interactions as they worked through a case-based project was analysed in combination with students’ appraisals and reflections on the activity. Sizeable group differences in amount of high-level discussion of learning content were revealed. Individual high-level contributions were positively correlated with overall unit performance. Motivation at task onset predicted amount but not depth of content-related group discussion. Interviews with participants suggested that groups’ divergent patterns of engagement with content could be related to different perceptions of the notion of collaborative learning. Results are discussed in terms of implications for collaborative learning research and educational practice.  相似文献   

Developing beliefs about classroom motivation: Journeys of preservice teachers     

Caroline F. Mansfield  Simone E. Volet 《Teaching and Teacher Education》2010

This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development of beliefs about classroom motivation. The findings highlight the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation. Implications emphasize the importance of enabling preservice teachers examining existing beliefs and integrating these with learning during teacher education.  相似文献   

Introduction to “Implementing Performance Interventions”     

Simone G. Symonette 《Performance Improvement》2015,54(10):41-42

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