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Alison Cook‐Sather 《Assessment & Evaluation in Higher Education》2009,34(2):231-241
The explicit purpose of gathering feedback in college classes is to improve those courses, usually along the lines of structure, organisation, pace, or some other aspect of the course over which the professor typically has control. A potential outcome that is less immediately obvious is the shift that can take place regarding who is responsible and in what ways for the analysis and revision of pedagogical practices at the college level. In this article, I take as a foundation for my discussion the premises of new wave student voice work, and I describe a project through which students were positioned as consultants who gathered midcourse feedback for faculty members. I analyse how those student consultants supported faculty members in revising not only their courses but also their relationships with students – both student consultants and students enrolled in the courses. 相似文献
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Faculty engage in “pedagogical solitude,” in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as “student pedagogical teams” (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this study explored the experiences of students serving on SPTs, faculty perceptions, and impact on class motivation. Mixed methods design. Two sections of Psychosocial Aspects incorporated SPTs, while two did not. SPTs administered five two-minute papers to obtain feedback shared with faculty at three points during the semester. All sections completed the Motivated Strategies for Learning Questionnaire (MSLQ) pre-/post-semester. SPTs completed midterm and final reflections, and faculty reflected after each SPT-faculty meeting. Results confirmed serving on SPTs gave students a voice, increased motivation, appreciation for the complexity of teaching and respectful communication. Faculty gained a wider perspective on classroom practice. MSLQ results indicated that test anxiety increased U=547, p=.00, α2 =0.05 for the control groups. Intrinsic value was higher for the experienced instructor U=150, p=.04, α2 =0.05; and self-regulation was greater for the experimental sections U=664, p=.03, α2 =0.05. Using SPTs, faculty can establish classroom environments that facilitate students' internal motivation, active learning, and ultimately their intellectual development. 相似文献
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Roy B. Clariana Steven M. Ross Gary R. Morrison 《Educational technology research and development : ETR & D》1991,39(2):5-17
This study investigated the effects of using different forms of computer-based feedback on high school students' learning of science material. The basic design consisted of two conditions of instructional support (text and questions vs. questions only), two testings (immediate vs. retention), five levels of similarity between lesson and posttest questions, and five feedback conditions: knowledge of correct response (KCR), delayed KCR, answer until correct (AUC), questions only (no feedback), and no questions. Results showed significant benefits for feedback over no feedback, with AUC becoming more advantageous and delayed feedback less so as lesson-posttest question similarity decreased. Also, with decreased question similarity and the availability of supporting text, overall feedback effects tended to decrease. The results are discussed in terms of the information processing effects of the different feedback forms, a factor that CBI designers often fail to exploit in planning feedback conditions.This article is based on a doctoral dissertation submitted to the faculty of Memphis State University by the first author. Reprint requests should be addressed to Steven M. Ross, Department of Foundations of Education, Memphis State University, Memphis, TN 38152. 相似文献
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UK national policy and the practices of university course boards tend to reduce understandings of ‘student voice’ to a feedback loop. In this loop, students express feedback, the university takes this on board, then they tell the students how they have responded to their feedback. The feedback loop is a significant element of the neoliberal imaginary of higher education globally. This qualitative research study drew on interviews with course representatives in three universities in England, and on policy analysis, to explore the discursive construction and enactment of student voice. It uses the feedback loop as an analytical frame. Drawing on Foucault’s later work, the article aims to open up the feedback loop by exploring its manifestation in the mundane everyday practices of universities. In opening the loop, we identify the following effects of the student voice policy ensemble: students have to construct feedback as it is not just waiting to be gathered; it promotes a dividing practice, where reps are positioned differently to other students; there is a focus on problems; an ‘us and them’ is reinforced between staff and students; the loop closes down discussion; and a managerial logic obscures political processes. The article articulates its opening of the loop as a way of unmasking the modes of power which work through discourses of ‘student voice’, and hence seeks to create possibilities for resistance to being governed this way. 相似文献
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Reviewed by Trudy H. Bers 《Community College Journal of Research & Practice》2013,37(7):579-582
Scholarship matters. It allows faculty to fulfill the responsibilities of their three academic citizenships--in their institutions, in their disciplines, and in higher education in general. Current standards for community college faculty scholarship, however, have excluded faculty from exercising academic citizenship outside of their institutions. The sector claim to a unique teaching mission has been used to exempt or exclude community college faculty from the scholarly obligations and responsibilities understood elsewhere in higher education. The absence of generally accepted norms for scholarly production and validation at most community colleges continues to set them apart from other institutions, including those also serving non-traditional open admissions students. By discouraging externally validated scholarship, community colleges deny their faculty an appropriate voice in higher education and deny the rest of higher education the important voice of community college faculty. By encouraging scholarship that meets the tests of external scrutiny, community colleges can provide their faculty with legitimate higher education citizenship beyond the institution. 相似文献
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Eugene Hinkston 《College Teaching》2013,61(4):222-224
AbstractThis article discusses the use of text messaging as an effective way for faculty to communicate with students in between class meetings or within an online course. The benefits of text messaging will be discussed, as well as the tools one faculty member has used when texting students or groups of students. Text messaging can be used to give student “nudges” to increase the likelihood students will act in accordance with what the faculty member expects (i.e., read textbook prior to class, attend tutoring sessions, submit homework on time). It can also be used to streamline group work. 相似文献
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Alice Hoon Emily Oliver Kasia Szpakowska 《Assessment & Evaluation in Higher Education》2015,40(5):755-767
Students in higher education are increasingly asked to give feedback on their education experience, reflecting an increase in the importance attached to that feedback. Existing literature demonstrates that qualitative student feedback is valued and important, yet there has been limited evaluation of the means by which qualitative student feedback is collected, and how collection method influences the depth of feedback from students. We evaluated the depth of feedback written by students on programmes at three different universities in the United Kingdom, using an established evaluation instrument. We found that the use of a structured pro forma (Stop, Start, Continue) was associated with feedback of greater depth than that produced using free text entry. We then evaluated the effect of switching from a free text to a structured pro forma at one institution and found, again, that the structured pro forma was associated with feedback of greater depth. In addition, students indicated a preference for the structured pro forma. 相似文献
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作者根据在麻省理工学院的多年工作经验,总结出该校教育成功的五条经验:MIT的教师和学生类型纯一;校园生活步调紧凑;素有创新的文化;是一所极具广度的理工大学;展现了正直的品质.作者也同时指出了学校教育的不足之处--对学生自信心的培养力度不够.最后讨论了领导风范和管理力的区别,并对学校的发展提出了自己的见解. 相似文献
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The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining 104 contrasts of conditions of reading texts with and without feedback, including 6,124 participants, using the random effects model resulted in a positive effect of feedback on learning from text (g+ = 0.35). Moderator analyses showed that feedback is particularly effective if provided directly after reading, but less so when provided during reading. If feedback is provided directly after reading, elaborate feedback and knowledge-of-correct-response feedback were more effective than knowledge-of-response feedback. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed. 相似文献
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赵洋 《牡丹江教育学院学报》2004,(2)
翻译的标准是“信达雅”,译文既要忠实于原文,又要通顺流畅,给人以美感。然而,要使译文真正达到翻译的标准,却不是一件易事。被动语态的翻译就是一个比较大的课题,因为英语中被动语态的使用十分广泛,尤其是在科技文体中的应用更为普遍。因此,被动语态的翻译需要我们认真推敲。为提高翻译质量,本文列举几种常见被动语态的翻译方法。 相似文献
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凌劲 《四川教育学院学报》2012,28(5):30-33
以四川教育学院部分师生用户为调研对象,通过对学生信息素质情况以及师生对图书馆资源的利用和信息服务的需求及满意情况的抽样调查,分析了本院图书馆采取的改进措施并对如何提供信息服务提出建议以供探讨。 相似文献
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Lawrence M. Alemoni 《Instructional Science》1978,7(1):95-105
The present study was designed to assess the effects on faculty performance of a combination of feedback and personal consultations using college student evaluations. Student evaluation feedback and personal consultations were conducted at least a semester before any follow-up data were gathered. The results indicate that providing computerized results of college student evaluations along with individual faculty consulting sessions helped the instructors to significantly improve their student ratings on two instructional dimensions.This study was conducted while the author was Head of the Measurement and Research Division, Office of Instructional Resources, University of Illinois at Urbana-Champaign. The author is indebted to Nancy F. Halff for her valuable editorial and statistical assistance, and to Pamela Z. Hexner and Jeffrey A. Slinde in conducting the data analysis.University of Arizona 相似文献
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Gary D. Koppenhaver Virginia L. Blackburn Kay M. Palan Sue Ravenscroft Charles B. Shrader 《Decision Sciences Journal of Innovative Education》2007,5(2):375-381
This project directly involved students in two different models of instructional development. The first model was a Student Consultant program in which faculty selected from a menu of instructional services carried out by students. Typical services included attending class as impartial observers, soliciting feedback from other students on their learning experiences, videotaping class sessions, and evaluating course Web sites. The second model of instructional development was a program of student‐assisted teaching seminars for college faculty. Student Associates helped serve as panelists and facilitators. Assessments of attitudes toward teaching indicated that faculty members viewed both professors and students as collaborators in the classroom as a result of the seminar series. 相似文献
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Karin J. Spencer Liora Pedhazur Schmelkin 《Assessment & Evaluation in Higher Education》2002,27(5):397-409
The research on student ratings of instruction, while voluminous, has had minimal focus on the perceptions of the students who do the ratings. The current study explored student perspectives on course and teacher ratings as well as some issues related to teaching effectiveness and faculty roles. It was found that students are generally willing to do evaluations and to provide feedback, and have no particular fear of repercussions. However, they have little confidence that faculty or administrators pay attention to the results, and do not even consult the ratings themselves. The students view teaching and advising as the most important roles that should be played by faculty, yet project that faculty, while also viewing teaching as the most important, would rank research above the more student-interactive advising. Canonical correlations among various scales reveal a strong emphasis on such issues of the importance of faculty respect for student views. 相似文献
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James S. Pounder Elizabeth Ho Hung-lam Julie May Groves 《Assessment & Evaluation in Higher Education》2016,41(8):1193-1205
There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member’s teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education. 相似文献
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Learner-centered classrooms are cooperative learning spaces in which instructors intentionally incorporate the needs, experiences, and feedback of students in order to design course objectives, materials, and assessments. This paper is concerned with the question: To what extent does the literature on learner-centered classrooms address the unique teaching challenges of faculty of color in higher education? Through a review of the foundational literature on learner-centered classrooms and scholarship on faculty of color's teaching experiences, as well as the incorporation of personal vignettes, the author argues that scholarship on learner-centered classrooms in higher education excludes faculty of color epistemologically, or as sources of knowledge about learner-centered classrooms, and experientially, as practitioners enacting learner-centered pedagogical practice. In fact, many recommendations in the literature on learner-centered classrooms directly contradict scholarship on the experiences, challenges, and best practices of faculty of color. This paper ends with directions for future research and practice. 相似文献
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Kreng Heng 《Educational Research for Policy and Practice》2014,13(3):233-250
Research on the faculty impact on students’ academic achievement has been disproportionately confined to the context of countries with developed higher education systems. Few studies have been undertaken in the developing world like Cambodia. This study employed hierarchical linear modeling to examine the relationships between faculty behaviors and the academic achievement of university students in Cambodia, using the data of 923 first-year students from nine universities in Phnom Penh City. Results indicated that faculty behavior, namely their support and feedback to students, was a unique factor that had a strong and positive influence on students’ academic achievement. Its effect was the same for all students regardless of their pre-university academic experience and geographical origin and partially moderated by student engagement in time spent on course-related tasks outside the classroom, assigned homework/tasks, class participation, and class preparation. Contrary to existing findings from faculty impact studies, no relation was found for faculty’s instructional organization and clarity or classroom practices that challenge students on academic achievement. Practical implications for assessment policies and instructional practices are discussed. 相似文献