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1.
This study addressed patterns and influence of instructor communication in American (US) and in French classrooms. Significant differences were found for instructor use of power bases, affinity-seeking strategies, and nonverbal immediacy. Significant differences were found in student affective learning, cognitive learning, affect toward instructor, and ratings of instruction between the two cultures. In both cultures, however, student affect toward instructor, cognitive learning, and rating of instruction were significantly correlated with instructor affinity-seeking and instructor nonverbal immediacy. Likewise, instructor use of expert power was significantly correlated with student cognitive learning and ratings of instruction in both cultures.  相似文献   

2.
This is the third of three studies using complementary designs to investigate the effects of teacher attire on student perceptions of instructors and instruction in contemporary college classrooms. In line with Studies One and Two, modest effects of attire on perceptions of extroversion and competence were found; however, previous conclusions that instructor attire has little meaningful, predictable effect on ratings of attributes related to either approachability or credibility were reinforced. Student judgements of such attributes were influenced far more by teacher use of immediacy behaviors than by attire. In particular, positive effects resulting from teachers’ choice of formal professional attire were not supported.

This is the final study in a three‐part series designed to investigate the implications of instructor attire in the contemporary college classroom. Interest in this topic was sparked by collegial conversations regarding advice for new teaching assistants: What can they do to enhance credibility, approachability, and teacher evaluations? Does what they wear make a difference?  相似文献   

3.
Abstract

This study uses decision tree analysis to determine the most important variables that predict high overall teaching and course scores on a student evaluation of teaching (SET) instrument at a large public research university in the United States. Decision tree analysis is a more robust and intuitive approach for analysing and interpreting SET scores compared to more common parametric statistical approaches. Variables in this analysis included individual items on the SET instrument, self-reported student characteristics, course characteristics and instructor characteristics. The results show that items on the SET instrument that most directly address fundamental issues of teaching and learning, such as helping the student to better understand the course material, are most predictive of high overall teaching and course scores. SET items less directly related to student learning, such as those related to course grading policies, have little importance in predicting high overall teaching and course scores. Variables irrelevant to the construct, such as an instructor’s gender and race/ethnicity, were not predictive of high overall teaching and course scores. These findings provide evidence of criterion and discriminant validity, and show that high SET scores do not reflect student biases against an instructor’s gender or race/ethnicity.  相似文献   

4.
In an attempt to provide alternative models of field experience in teacher education, this study elaborates the concept of team teaching. A literature review was conducted, which resulted into a narrative review. Five models of team teaching were distinguished: the observation, coaching, assistant teaching, equal status and teaming model. Several benefits of team teaching for student teachers (e.g., increased support, professional growth), their mentors (e.g., decreased workload, learning gains), and the learners in their classroom (e.g., increased support, rich lessons) were found. However, disadvantages were recognised as well. Further, several conditions for the successful implementation of team teaching were listed.  相似文献   

5.
This study examined relationships between student perceptions of teaching behavior and learning outcomes in college biology. One-hundred one students who enrolled in an introductory college biology course reported the frequencies of 20 overt, in-class teaching behaviors exhibited by the instructor and rated the instructor on 12 measures of teaching effectiveness. Achievement tests were administered periodically throughout the two-semester time interval. A series of simple correlations between teaching behavior factors and both achievement and student ratings revealed a complex pattern of relationships. Moderately strong relationships were found between student perceptions of “information-transmitting” behaviors and achievement, while generally stronger relationships linked behavior factors with student ratings of teaching effectiveness.  相似文献   

6.
The purpose of the current study was to examine whether the Big Five personality traits and expected student grades relate to student evaluations of teachers and courses at the college level. Extraversion, openness, agreeableness and conscientiousness were found to be personality traits favoured in instructors, whereas neuroticism was not. A significant correlation was found between the students’ expected grades in the course and student evaluations of the course, but not the evaluations of the instructor. When the effect of students’ perceived amount of learning was taken into account, no significant effect of grades was found on teacher ratings. Personality explained variance in teacher and course evaluations over and above grades and perceived learning.  相似文献   

7.
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   

8.
This study used a pre/post design to assess student learning for the purposes of examining relationships among student grades, student learning, and student evaluations of teaching. These relationships were reframed in terms of reaction (Level I) and learning (Level II) evaluation criteria. Participants were 652 undergraduate students enrolled in seven sections of an introductory psychology course. Our results indicated a medium relationship between student grades and the pre/post learning measure. In addition, a small relationship was observed between student ratings of teaching effectiveness and a pre/post measure of learning. We conclude that student ratings and learning measures assess different aspects of teaching effectiveness and should not be used interchangeably. The most appropriate criterion for assessing teaching effectiveness is a function of the goal of evaluation. However, reaction and learning measures may be used in conjunction to obtain a more complete picture of instructor effectiveness.  相似文献   

9.
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10.
This study investigated differences in student perceptions and performance among three distance learning sites taking the same off-campus M.B.A. course with the same instructor, The sites varied in class size and instructor location. Two classes (one large and one small) were linked using a two-way video system with rotating origination. The third class was small and was taught in person each week. Data were collected over an entire semester. Class size influenced performance more than location of instructor. Performance in the two smaller classes was better than performance in the large class. Student characteristics and site variables accounted for over 50% of variance in performance. One interaction effect was found. Students with initial low perceived value did best when the instructor was physically present each week. For students with high initial perceived value, location of instructor did not matter.  相似文献   

11.
Institutions of higher learning employ compulsory attendance policies with the expectation that these mandates enhance students' academic performance and perceptions of course quality. However, numerous empirical investigations demonstrate equivocal and often contradictory findings regarding the relationship between attendance and various markers of student achievement. The present investigation extends this research by exploring the utility of student ratings of the need to attend class in predicting their perceptions of teaching excellence after controlling for class size, instructor availability, and small-group interactions. As hypothesized, ratings of the need to attend predicted excellence while accounting for a significant 5.3% of the variance. Discussion and conclusions highlight the utility of class attendance in understanding students' evaluations of teaching and course quality.  相似文献   

12.
The purpose of the study was to investigate relationships between student ratings of college teaching using four types of student rating instruments and pre- vs. post-student achievement gains in 36 sections of an undergraduate analytic geometry and calculus course. Student rating instruments used varied according to type of items (high vs. low inference) and focus (students rating their own perceived growth vs. rating the instructor). Data were collected on 799 students (66% freshmen; 16% sophomore; and 15% juniors) at the University of Florida, and relationships were analyzed using the Pearson product-moment correlation technique. Significant relationships were not found between student ratings and student achievement.  相似文献   

13.
Engineering education has been slow to adopt research-based educational innovations. Few prior works on such adoption have investigated the combined classroom experiences of instructors and students when such innovations are being implemented. Therefore, this work focuses on the lived experiences of an instructor and her students when adopting an active, blended, and collaborative learning environment, known as Freeform, in a second-year dynamics course. Weekly reflections from the instructor were processed alongside student interviews using Thematic Analysis to discern prominent themes in their perspectives for comparison and discussion. The results indicate that the instructor navigated internal tensions between her previous instructional preferences and the philosophy and resources of Freeform. Similarly, students had to adapt to this new philosophy and suite of resources that were uncommon for their institution. Ultimately, this work highlights the contextual natures of teaching and learning, and how situational factors can influence educational innovation.  相似文献   

14.
Abstract

Students were asked to rank instructors, who differed by age, gender and political leaning, by their expected helpfulness, and how much a student expected to learn. Students selected older instructors as those from whom they would learn the most, but chose young instructors as the most helpful. Overall, male instructors were preferred over female instructors, especially when emphasis was placed on learning. The political leaning of the instructor was a discriminating factor in humanities classes, with liberal instructors preferred over conservatives. The preferred age, gender and political leaning patterns were distinctly different for instructors who were helpful, and from those from whom students thought they would learn the most, indicating a dichotomy between perceived helpfulness and learning. The stereotypic images of instructors did not differ significantly by the students’ own gender and academic major, except for male students ranking conservative instructors higher than females. Students do have stereotypical images of instructors based on the instructor’s age, gender and political leaning.  相似文献   

15.
This study examined the teaching techniques used by community college faculty and the student learning outcomes that faculty sought to accomplish. Data were collected through a survey designed to assess the degree to which a variety of techniques were used and the related student learning outcomes that were intended. Participants (N = 197) were career and transfer faculty at a large metropolitan community college in the midwestern United States. Analysis of the data included determining the frequency of use of each technique and examining the relationships between frequency of use, intended learning outcomes and four independent variables (gender, years of experience, rank, and teaching area). Results indicated that the lecture was the predominant technique used, although a majority of the faculty also used other techniques. When faculty used techniques other than lecture a majority of the time, they did so to accomplish higher order learning outcomes. Significant relationships were found between frequency of use, intended learning outcomes, and teaching area. Faculty teaching in the transfer curriculum were more likely to lecture a majority of the time and to intend higher order learning outcomes than career faculty who lectured to impart information.  相似文献   

16.
Vonderwell  Selma 《TechTrends》2004,48(4):29-31
Conclusion Online journals provided an essential way for the instructor to check student progress and understanding and to improve teaching and learning. Online learning requires the reconstruction of student and instructor roles, relations and practices. Instructors need to be aware of strategies and techniques they can use for improved communication and formative assessment of teaching and learning. Through adequate adaptation of the Minute Paper format or other classroom assessment techniques in online classrooms, instructors can benefit from ongoing assessment of student learning and their practices.  相似文献   

17.
This case study of an online graduate course determines the message characteristics of the instructor, volunteer teaching assistants, and students in online discussions, and proposes a mentoring, coaching, and facilitating model for online discussions. The researchers developed a coding system based on the literature of mentoring, coaching, and facilitating to identify the characteristics of conference discussion messages. The instructor fostered the development of volunteer teaching assistants into coaches and of student discussion facilitators into facilitators of learning. The proposed constructivist model fosters active learning, provides scaffolding for students to become facilitators of learning, and suggests creative ways for online instructors to manage different types of teaching responsibilities. Recommendations for further research are included.  相似文献   

18.
This article details an approach to teaching entrepreneurship to Higher National Diploma (HND) students that combines lecture-based and experiential learning processes to increase student learning, comprehension, and entrepreneurial skills. A UK university redesigned an entrepreneurship course to have students design and implement business plans for a pop-up shop and an event in the local community, while working closely with instructors and outside stakeholders. The lectures used in the lessons were designed to complement the enterprise activities and be immediately applied in group work settings. Data were collected from student reflections and analysed against instructor reflections to highlight both the success and challenges of this approach, as well as any areas of dissonance between student and instructor observations. While the benefits of active and experiential learning processes are highlighted in the literature, this article examines these teaching methods specifically in a HND context, an area in which research on the benefits of these teaching methods for developing entrepreneurial students and for developing students prepared for undergraduate education has been limited.  相似文献   

19.
We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning.  相似文献   

20.
Abstract

The validity of student evaluation of teaching (SET) scores depends on minimum effect of extraneous response processes or biases. A bias may increase or decrease scores and change the relationship with other variables. In contrast, SET literature defines bias as an irrelevant variable correlated with SET scores, and among many, a relevant biasing factor in literature is the instructor’s gender. The study examines the extent to which acquiescence, the tendency to endorse the highest response option across items and bias in the first sense affects students’ responses to a SET rating scale. The study also explores how acquiescence affects the difference in teaching quality (TQ) by instructor’s gender, a bias in the latter sense. SET data collected at a faculty of education in Ontario, Canada were analysed using the Rasch rating scale model. Findings provide empirical support for acquiescence affecting students’ responses. Latent regression analyses show how acquiescence reduces the difference in TQ by instructor’s gender. Findings encourage greater attention to the response process quality as a way to better defend the utility of SET and prevent potentially misleading conclusions from the analysis of SET data.  相似文献   

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