Student evaluation of courses: what predicts satisfaction?   总被引：1，自引：0，他引：1  

Nida Denson  Thomas Loveday  Helen Dalton 《高等教育研究与发展》2010,29(4):339-356

The main goals of course evaluations are to obtain student feedback regarding courses and teaching for improvement purposes and to provide a defined and practical process to ensure that actions are taken to improve courses and teaching. Of the items on course evaluation forms, the one that receives the most attention and consequently the most weight is the question, ‘Overall, I was satisfied with the quality of this course.’ However, no attention has been placed on examining the predictors of students being ‘satisfied with the quality of this course’ overall. This study attempts to address this gap. The findings show that while student characteristics and reasons for enrolling in a course are predictors of overall satisfaction, it is the evaluation questions that predict the majority of the variation in course satisfaction. The findings also reveal that faculty‐selected optional questions are stronger predictors of overall satisfaction than compulsory questions.  相似文献   

Leg preference and interlateral asymmetry of balance stability in soccer players     

Teixeira LA  de Oliveira DL  Romano RG  Correa SC 《Research quarterly for exercise and sport》2011,82(1):21-27

To examine the effect of long lasting practice on pedal behavior in sport, we compared experienced adult soccer players and nonsoccer players on leg preference in motor tasks requiring general mobilization, soccer related mobilization, and body balance stabilization. We also evaluated performance asymmetry between the right and left legs in static and dynamic unipedal body balance, based on center of pressure displacement, and correlated that with leg preference in balance stabilization tasks. Results revealed (a) a distinct leg preference between mobilization and stabilization tasks, which were significantly different between players and nonplayers, (b) similar balance stability between the right and left legs, (c) greater stability of experienced players compared with nonplayers in static and dynamic balance, and (d) absence of a significant leg preference correlation with interlateral balance asymmetry. These results suggest an effect of extensive soccer skill practice on establishing leg preference for specific mobilization tasks and overall balance control.  相似文献   

The PASS-Q: the perceived available support in sport questionnaire     

Freeman P  Coffee P  Rees T 《运动与训练心理学杂志》2011,33(1):54-74

This article provides initial evidence for the construct validity of the Perceived Available Support in Sport Questionnaire (PASS-Q), which assesses emotional, esteem, informational, and tangible support. In Study 1, confirmatory factor analyses provided evidence for a four-dimension factor structure. Correlations supported hypothesized relationships between the PASS-Q dimensions and the Social Support Survey questions (Richman, Rosenfeld, & Hardy, 1993). In Study 2, the four-dimension factor structure was supported in an independent sample. Further, higher levels of perceived available emotional, esteem, informational, and tangible support were associated with higher levels of self-confidence and lower levels of burnout. Researchers are encouraged to use the PASS-Q to examine the effects of perceived available support in sport contexts.  相似文献   

Black-white achievement gap and family wealth.     

W Jean Yeung  Dalton Conley 《Child development》2008,79(2):303-324

This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a stronger association with school-aged children's math than on their reading scores. Liquid assets, particularly holdings in stocks or mutual funds, were positively associated with school-aged children's test scores. Family wealth was associated with a higher quality home environment, better parenting behavior, and children's private school attendance.  相似文献   

The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields     

Amélia Lopes  Pete Boyd  Nicola Andrew  Fátima Pereira 《Higher Education》2014,68(2):167-183

In developing graduates for the knowledge society lecturers in higher education may seek to strengthen links between research and teaching. Much of the previous work on the research-teaching nexus is within traditional universities and subject disciplines. In aiming to deepen understanding of the research and teaching nexus this paper focuses on the academic identities of higher education lecturers working in newer higher education institutions and in the professional fields of nursing and of teacher education. A qualitative study, informed by professional identity construction as an ecological concept, was conducted. The findings align with previous studies concerning similarities between lecturers in nurse and teacher education, but they contrast with previous studies concerning differences between these two groups of lecturers. Similarities include the priority given by professional educators to their responsibility for preparing new clinical practitioners; the research-led model as the lecturers’ main approach to the research-teaching nexus; and their difficulties in coping with current demands in academic work. Differences between the two groups of lecturers include the way that ‘practitioner identity’ is positioned within their current academic identities and the way that they position initial education within the wider professional field. These differences indicate different kinds of connections between teaching and research. The paper proposes an ecological approach to understanding the research-teaching nexus.  相似文献   

Goodfellow,Robin & Lea,Mary R ed (2013) Literacy in the digital university Routledge (New York & London) isbn 978‐0‐415‐53797‐1 213 pp £24.99 http://www.routledge.com/books/details/9780415537971/     

Pete Cannell 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):E16-E17

This book brings together practice and theory from the interface between academic and digital literacy, learning and teaching, and learning technologies. It argues for the importance of digital literacy at the heart of approaches to learning and teaching in the modern university. It is highly recommended for teachers, educational developers, practitioners in learning technology, and policy makers in higher education. Indeed, if this book's content is likely to be relevant to you, I recommend you buy a copy for yourself. Pete Cannell  相似文献   

A systematic review of factors associated with high schoolers’ algebra achievement according to HSLS:09 results     

Sharpe  Sheree T.  Marsh  Dalton D. 《Educational Studies in Mathematics》2022,110(3):457-480

Educational Studies in Mathematics - In this study, the authors examined a group of related literatures that used the same large-scale nationally representative dataset with algebra achievement as...  相似文献   

Approaches to learning – By Anne Jordan     

Pete Cannell   《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):187-188

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Research: an insight on how it is valued by Portuguese and English teacher educators     

Rita Tavares de Sousa  Pete Boyd 《Teaching Education》2013,24(4):393-414

ABSTRACT

The quality of how teachers are being prepared is seen as a priority in the twenty-first century and engagement with research is often considered a crucial element of initial teacher education programmes. Institutional and national contexts have an impact in the way research is valued. This paper investigates the perspectives of Portuguese and English teacher educators towards the value given to research in initial teacher education. Interviews were completed with teacher educators working within different kinds of higher education institutions—university, polytechnic and teaching-led university. Results suggest that research has a significant presence and relevance in all cases but is valued differently  相似文献   

Language Arts Performance Assignments: Generalizability Studies of Local and Central Ratings     

Jose Felipe Martinez  Pete Goldschmidt  David Niemi  Eva L. Baker  Roxanne M. Sylvester 《Educational Assessment》2013,18(3-4):267-282

We conducted generalizability studies to examine the extent to which ratings of language arts performance assignments, administered in a large, diverse, urban district to students in second through ninth grades, result in reliable and precise estimates of true student performance. The results highlight three important points when considering the use of performance assessments in large-scale settings: (a) Rater training may significantly impact reliability; (b) simple rater agreement indices do not provide enough information to assess the reliability of inferences about true student achievement; and (c) assessments adequate for relative judgments of student performance do not necessarily provide sufficient precision for absolute criterion-referenced decisions.  相似文献