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The technique of meta‐analysis has been credited with resolving research issues in the areas of class size and the efficacy of psychotherapy, yet meta‐analyses have failed to form a consensus regarding the effects of student ratings feedback to college teachers. This failure can be traced to three types of problems: (a) methodological problems with the technique of meta‐analysis; (b) the quality of the research base; and (c) the social and professional context in which research is conducted. Meta‐analysis is an important addition to what may become a rigorous review methodology, but it is not a substitute for the qualitative review. Comprehensive meta‐analyses should include (a) a discursive review of each study, (b) a report of how each effect‐size was calculated, (c) the location of the statistics on which the calculation was based, and (d) a discussion of the factors that limit the validity of the statistic. Individual authors can contribute to the validity of future quantitative syntheses by reporting their results more thoroughly and clearly. 相似文献
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Perry Raymond P. Menec Verena H. Struthers C. Ward Hechter Frank J. Schönwetter Dieter J. Menges Robert J. 《Research in higher education》1997,38(5):519-556
As postsecondary institutions undergo major changes in the coming years, they will be hardpressed to maintain the quality of their programs unless they can successfully attract and retain new faculty. Understanding something about the experiences of new faculty should enable postsecondary institutions to be more effective in the recruitment process. The present study examined the adjustment of newly hired faculty at the point of entry into their institutions and subsequently for a three-year period. It was expected that perceived personal control, teaching experience, gender, type of institution, and time would be particularly critical to the adjustment of new faculty. Three surveys were administered one year apart to newly hired, tenure-track faculty who responded to questions about their adjustment experiences. The results indicated that perceived control is a critical factor affecting new hires' emotional well-being, stress levels, job satisfaction, etc., either by itself or in combination with institution type and time. Overall, new hires who were identified as having greater control believed they had more control over their teaching and career in general, were more satisfied with their teaching and their career, had less teaching- and career-related job stress, and were less likely to consider quitting their job. The type of institution also affected new hires' adjustment, with the liberal arts colleges and a comprehensive I institution having the most negative impact compared with a community college and a research I institution. Finally, time had an unexpected negative effect on adjustment. These finding were discussed in relation to the career development of faculty. 相似文献
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Pasen Robert M. Frey Peter W. Menges Robert J. Rath Gustave J. 《Research in higher education》1978,9(2):161-167
A manipulation of the instructions students received prior to completing the 7-item Endeavor Instructional Rating card differentially affected their ratings on two types of items. Specifically, when students were led to believe their ratings would have a strong impact on the instructor's career, they tended to be more lenient on items measuring rapport (i.e., the affective domain); this same effect was not observed for items measuring pedagogical skill (i.e., the cognitive domain). The different items on our instructional rating instrument appear to be measuring different things. One implication of this observation is that the inconsistent findings reported in past research on student ratings of instruction may be due to the differential mix of items from one instrument to another. When instructors are compared on ratings given them by students, unbiased interpretation requires that the multidimensional nature of teaching (and of the rating instrument) be considered. 相似文献
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Faculty in Transition: A Longitudinal Analysis of Perceived Control and Type of Institution in the Research Productivity of Newly Hired Faculty 总被引：2，自引：2，他引：0
Perry Raymond P. Clifton Rodney A. Menec Verena H. Struthers C. Ward Menges Robert J. 《Research in higher education》2000,41(2):165-194
The systemic changes facing postsecondary institutions today pose a threat to the quality of academic programs unless new faculty can be successfully attracted and retained. To be more competitive in the recruitment and retention of faculty, a better understanding is needed of the adjustment experiences of newly hired faculty. Our study examined the adjustment of new hires at the point of entry into their institutions using research productivity as one indicator of adaptation. It was expected that perceived personal control, age, gender, and type of institution would relate to research productivity. At the beginning of their first and second year, newly hired faculty in three different types of postsecondary institutions responded to a comprehensive questionnaire concerning their initial adjustment experiences. A path analysis indicated both direct and indirect linkages between the independent variables of interest and research productivity. Substantial direct paths were found between the institution type and research productivity, specifically for the research I and liberal arts/comprehensive institutions, and to a lesser degree, between age and research productivity. Age, the research I university, and the liberal arts/comprehensive universities had direct effects on two measures of perceived control and were linked indirectly to research productivity via perceived control. Perceived control resulting from the personal qualities of the faculty members was instrumental to research productivity, whereas perceived control resulting from activities initiated by faculty members were not related to productivity. Surprisingly, gender was not related to research productivity through either direct or indirect paths. If the adjustment of newly hired faculty is viewed in terms of research productivity, then these results suggest that perceived control, the milieu of research-oriented institutions, and age (to a limited extent), are important predictors of faculty performance. 相似文献
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The relatively new research specialty, instructional psychology, has been the topic of five chapters in the Annual Review of Psychology. Development of this specialty is studied through content analysis and citation analysis of these chapters. Cognitive structure of the field is found to be more converging than diverging and more conforming than radical. Social structure shows growth without divergence and a close fit with established institutions. The field would be enriched through greater attention to research being conducted outside the United States and to research reflecting conceptions and methods in addition to those from the experimental-quantitative tradition. 相似文献
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Fifty-eight undergraduates were interviewed to elicit classroom incidents which left them feeling satisfied and incidents which left them feeling dissatisfied.The critical requirements of these incidents were classified into five categories: teacher affect, teacher task, student process, student outcome, and student evaluation. In most incidents, the dominant figure was the teacher and the dominant issues were related to affect.Satisfactory incidents occurred in classes where features, such as teacher role and classroom climate, were consistently related. Such consistency was not found in classes where unsatisfactory incidents occurred.It is recommended that course evaluation questionnaires give more explicit attention to issues of affect and of consistency.Revision of a paper presented at the annual meeting of the American Educational Research Association, Montreal, April, 1983. We thank Robert Kozma for his comments on an earlier draft. 相似文献
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