Responding to student expectations: a partnership approach to course evaluation   总被引：1，自引：0，他引：1  

Ron Fisher  Dale Miller 《Assessment & Evaluation in Higher Education》2008,33(2):191-202

This paper presents a study that used newly developed instruments to investigate student expectations at two points in a semester‐based course. Course convenors were able to make some changes in response to the feedback, explain to students how the feedback had informed the course processes, and work with tutors on delivery enhancements. The administration of these instruments, a partnership approach involving students, tutors and lecturers, contributed to the creation of a responsive teaching and learning environment. In addition to enabling real‐time changes to be made, evaluation of the total teaching and learning experience ensured that improvements were made to subsequent offerings of the same course. Also, insights from one course were evaluated in terms of applicability to other courses offered within the same academic discipline. The study finds that establishing student expectations provides a framework for developing a responsive and iterative approach to achieving excellence in teaching and learning.  相似文献   

Data‐Driven Improvement in Prekindergarten Classrooms: Report From a Partnership in an Urban District          下载免费PDF全文

Dale C. Farran  Deanna Meador  Caroline Christopher  Kimberly T. Nesbitt  Laura E. Bilbrey 《Child development》2017,88(5):1466-1479

In 2014–2015 and 2015–2016, a metropolitan school system in the southern United States embarked on a unique mission to improve the quality of its public prekindergarten programs through a partnership with a group of developmental researchers in an iterative, data‐based venture. Data on 407 children in Year 1 and 433 in Year 2 (who were enrolled in 26 classrooms and extensively observed) are presented from the first 2 years of the ongoing partnership. All children were 4 years of age. Variability in classroom practices, measured empirically, and variability in child outcomes provided the means to examine the relations between children's gains in academic and social‐emotional areas and major areas of classroom practices. Lessons learned, the eight identified significant practices, implications, and next steps in the partnership are addressed.  相似文献   

Faculty ratings as a measure of departmental and administrator quality     

Dennis D. Hengstler  Dale C. Brandenburg  Larry A. Braskamp  H. Richard Smock 《Research in higher education》1981,14(3):259-275

This study examined the usefulness of faculty ratings as a measure of departmental quality. Two hundred and thirty-three faculty members from six departments responded to two questionnaires relating to the department—the Department Evaluation Survey (DES)—and to the department head—the Administrator Evaluation Survey (AES). A factor analysis of the DES revealed three underlying dimensions: Satisfaction with the Department's Academic Environment, Satisfaction with the Department's Governance and Operating Procedures, and Satisfaction with Student Quality. The factor analysis of the AES identified only one underlying dimension. Both the DES and AES were found to be highly reliable and effective in discriminating among departments. Very high positive correlations were also found between selacted DES and AES items suggesting that the performance of the head plays a very important role in faculty perceptions of the departments, and vice versa. Faculty ratings would appear to be a useful initial criterion in evaluating a department or head.  相似文献   

Letting girls speak out about science     

Dale Baker  Rosemary Leary 《科学教学研究杂志》1995,32(1):3-27

The purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self-confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs.  相似文献   

The effects of various mastery criteria on student performance and attitude in a mastery-oriented course     

Robert A. Reiser  Marcy P. Driscoll  Dale S. Farland  Adriana Vergara  Martin C. Tessmer 《Educational technology research and development : ETR & D》1986,34(1):31-38

The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in a course in which mastery learning strategies were employed. Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90% to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion (90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance. Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria should be set.  相似文献   

Tertiary pedagogy encounters the technological imperative     

Diane J. Thompson  Dale M. Holt 《Distance Education》1996,17(2):335-354

In one of the most challenging periods to confront tertiary education, we examine the impact that technology is having on the experience of one open and distance education university: Deakin University in Victoria, Australia. This paper considers how the espoused pedagogical views that were expressed by the academics interviewed, individually and collectively impacted on their attitudes to information technologies and to their reactions to exposure to and experience with various technologies. The first part of the paper explicitly considers the interview as a research method and situates the interviews we undertook within current scholarship. The focus of the interviews was to seek perceptions of what constituted good teaching as well as the relevance of technology for teaching: as each academic defined it; the discipline concerned and the mode of delivery (i.e. on and/or off‐campus). The research did not provide definitive answers but suggested themes and implications which are considered in the Conclusion. Although restricted to the perceptions of five academics at one university, the extent to which each of the ‘case studies' resonates with the reader's experience takes it beyond the experience of the one tertiary institution.  相似文献   

Using micros for test development     

Arlen Gullickson  Dale Farland 《TechTrends》1990,35(2):22-26

Conclusion Which is the better choice: general item bank software or a word processor program? Your answer is dependent upon your computer skills, the amount of test development work you do, and the nature of investment your school is willing to make for software. Both have their relative strengths and weaknesses. The trade-offs between the two approaches are real, important, and in time will probably favor the item bank software. At the moment, however, we recommend a good word processing program for most teachers. What can you expect the future to bring? At a minimum, test preparation options will continue to expand and improve. We suggested earlier that the technology is changing rapidly. For example even now you can place a printed copy of test items into an optical character recognition (OCR) scanner (similar to a photocopy machine) and read the items into a digital form which either a word processor or a test generator can use. Instead of having to type your collection of test items before selecting, editing, and printing them, the computer will read them from the paper. This new scanning technology, unfortunately, requires expensive software, powerful microcomputers, and the scanner itself costs over $1000. In addition, the accuracy of the character recognition is not perfect—especially with less than the ideal printed copy from which to work. It will be years before most of us have ready access to this technology. Even better options will be available, however, don’t wait for the next major breakthrough. There will always be another breakthrough on the horizon. You can start improving your test development process now  相似文献   

Abuse and deprivation in failing adoptions     

William H. Sack M.D.  D. Duane Dale M.D. 《Child abuse & neglect》1982,6(4):443-451

Twelve children seen in psychiatric consultation by the authors over a 3-year period were failing in their adoptive placements. All twelve had been adopted as older children (average age at adoption 5 . Ten out of the12 were males. A retrospective case review demonstrated that all the children shared several common characteristics: (1)a history of both neglect and abusive treatment during at least the first two years of life, (2) a behavioral pattern that wasintermittently provocative and punishment seeking, and (3) an ability to elicit a sense of bewilderment and betrayal in theadoptive parents. Twenty-one months was the average duration of the adoption before the families sought the consultation. These adoptive families were all considered competent by the agencies involved. All had raised other natural and adoptive children successfully. Treatment offered by the authors seemed to be helpful in salvaging 4 of the 12 adoptive placements. The authors present these cases as a way of drawing attention to much needed research, both in better understanding the early attachment process in “older child” adoptions, and in better understanding the relative impact of abuse in influencing the child's subsequent attachment capacities.  相似文献   

Survey research in higher education     

Dale R. Fuqua  Bruce W. Hartman  Darine F. Brown 《Research in higher education》1982,17(1):69-80

Although textbooks on educational research give only scant attention to survey research methodology, its extensive use in education provides a strong rationale for improving the preparation of educational researchers in effectively applying survey methods. This study reviews methods for dealing with nonresponse bias, the primary problem presented by survey methods. It also provides an updated review of the literature of studies investigating the effectiveness of incentives to increase survey response rates. We hypothesized that a reanalysis of reviewed studies, using a linear trend test, would resolve the inconsistencies found regarding the effectiveness of incentives to increase response rates. The results of the reanalysis and guidelines for educational researchers in systematically selecting and applying incentives to increase response rates are discussed.  相似文献   

Context sensitivity of conditioned suppression following preexposure to the conditioned stimulus     

Dale Swartzentruber  Mark E. Bouton 《Learning & behavior》1992,20(2):97-103

Conditioned suppression in rats is often unaffected when the context (or set of background stimuli) is changed following conditioning. This suggests that responding to the conditioned stimulus (CS) can be relatively insensitive to the context in which the CS is presented. In two experiments, we examined whether sensitivity to contextual stimuli is affected by preexposure to the CS. In Experiment 1, when the CS was novel at the outset of conditioning, conditioned suppression was not affected when the context was changed following conditioning. However, when the CS had been preexposed, responding was weaker when extinction occurred outside of the conditioning context. In Experiment 2, responding was again sensitive to the test context, regardless of whether preexposure occurred in the conditioning context or in an alternate context. These results suggest that the extent to which responding is sensitive to context can depend on the conditioning history of the CS.  相似文献