共查询到20条相似文献，搜索用时 609 毫秒
1.
Harry G. Murray 《International Journal for Academic Development》2013,18(1):8-23
Abstract Given the widespread use of student evaluation of teaching in North American colleges and universities, it is reasonable to ask whether student evaluation has accomplished one of its major intended outcomes, namely improvement of instructional quality. A review of research evidence from three independent sources (faculty surveys, field experiments and longitudinal comparisons) suggests that student evaluation does in fact contribute significantly to improvement of certain aspects of university teaching, particularly if evaluation is supplemented by expert consultation. Furthermore, there is no clear evidence that student evaluation has led to undesirable instructional side‐effects, such as grade inflation and entrenchment of traditional teaching methods. 相似文献
2.
Holger Gaertner Martin Brunner 《Educational Assessment, Evaluation and Accountability》2018,30(2):159-182
In many countries, students are asked about their perceptions of teaching in order to make decisions about the further development of teaching practices on the basis of this feedback. The stability of this measurement of teaching quality is a prerequisite for the ability to generalize the results to other teaching situations. The present study aims to expand the extant empirical body of knowledge on the effects of situational factors on the stability of students’ perceptions of teaching quality. Therefore, we investigate whether the degree of stability is moderated by three situational factors: time between assessments, subjects taught by teachers, and students’ grade levels. To this end, we analyzed data from a web-based student feedback system. The study involved 497 teachers, each of whom conducted two student surveys. We examined the differential stability of student perceptions of 16 teaching constructs that were operationalized as latent correlations between aggregated student perceptions of the same teacher’s teaching. Testing metric invariance indicated that student ratings provided measures of teaching constructs that were invariant across time, subjects, and grade levels. Stability was moderated to some extent by grade level but not by subjects taught nor time spacing between surveys. The results provide evidence of the extent to which situational factors may affect the stability of student perceptions of teaching constructs. The generalizability of the students’ feedback results to other teaching situations is discussed. 相似文献
3.
4.
Stephen Brady Schenck 《英语辅导》2004,(2)
Itaught my first two English clesses EVER onMonday,and as I had hoped,I really had a goodtime.First,on Sunday night,Professor Yan calledto inform me that I would be assigned 相似文献
5.
The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We modified the Academic Emotions Questionnaire for the assessment of emotions and used an abridged version of the Instructional Approaches Questionnaire for the assessment of teaching methods. The results indicate that good preparation and a willingness to use constructivist pupil-oriented methods reduce student teachers’ negative experiences and promote learning about teaching. 相似文献
6.
Reflections on Web-based language teaching 总被引：1，自引：0，他引：1
CHEN Yiping School of Education the University of Queenslan Australia College of Foreign Languages Chongqing University Chongqing P.R. China 《重庆大学学报(英文版)》2004,3(1):43-46
1.IntroductionRecentinformationtechnologicaldevelopments,especiallytheWorldWideWeb,haveprovidedapowerfulstimulusfortheproductionofarangeofelectronicmaterialsforeducationandthereforechangedthewayofeducationquitedramatically.ThemajorcontributionoftheWebisthewayinwhichinformationcanbeassessedandreviewed.Theuseofagraphical,coherentinterface,andtheuseofhyperlinksthatenableonetoassociativelybrowsethroughseriesofdocumentsprovideauser-friendlyfrontendtotheInternet.TheWebenablesanyuserthatisconnecte… 相似文献
7.
8.
9.
WANG Yi-qun 《重庆大学学报(英文版)》2005,4(3):149-153
Recently bilingual teaching in China＇s universities has been widely carded out and become a popular subject for study. In this paper, the reasons for bilingual teaching of molecular biology are pointed out, the textbook of molecular biology and teaching method in bilingual teaching classes are determined after investigation and the practice of bilingually teaching molecular biology use both English and Chinese in a class. The effect has proved good. The bilingual teaching methods, the problem of bilingual teaching, the importance of understanding its significance and the possibilities of improving such teaching of the subject are also discussed. 相似文献
10.
（一）语法翻译法（The Grammar Translation Method）
外语教学历史上出现的第一个流派是语法翻译法，又称“古典法”（The Classical Method）。它强调语法规则、词汇记忆、各种词汇以及课文和句子的翻译等，以培养阅读能力作为其主要教学目的。 相似文献
11.
Mansoor Tavakoli 《Teachers and Teaching》2017,23(6):674-688
This study investigated Iranian high school teachers’ conceptions of effective teaching and examined the relationship of those conceptions to their teaching practices. The authors tried to achieve the purpose through questionnaires, observation, and interview. These teachers identified ‘being student-focused’ and ‘being exam-oriented’ as the most important indicators of effectiveness. ‘Encouraging the students’ involvement in learning,’ ‘being exam-oriented,’ and ‘using the novelty of methods’ were identified as the most common teaching practices. A high consistency between the teachers’ conception of effective teaching and their corresponding teaching practices was observed. Interview and observation confirmed the results of the survey. Implications for teacher professional development, teaching standards, and teacher improvement are discussed. 相似文献
12.
Colin O’Byrne Gwynaeth McIntyre Celia Lie Sheena Townsend Benjamin Schonthal 《Tertiary Education and Management》2013,19(4):351-361
Abstract There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education. 相似文献
13.
14.
LIU Guang-rong YE Chun-song JIANG hua 《美中教育评论》2007,4(3):68-70
The implementation of bilingual teaching is specialized course in one of the important teaching reforms and it is also the inevitable trend in cultivating talents with high quality. In the paper, several problems of currently restricting the method are pointed out in China and experiences on bilingual teaching of ＂fundamentals of water quality science＂ are summarized. The focus of this paper is on the request for bilingual teachers, textbook, teaching mode in class andteaching approach. 相似文献
15.
Christopher Deacon Allyson Hajek Henry Schulz 《International Journal of Science Education》2013,35(16):2189-2208
ABSTRACTMany post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, ‘Clearly and effectively communicates ideas and information with students’ was the only competency for which there was agreement on the level of requirement. We also examined GTAs’ self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role. 相似文献
16.
O’Byrne Colin McIntyre Gwynaeth Lie Celia Townsend Sheena Schonthal Benjamin Shephard Kerry 《Tertiary Education and Management》2018,24(4):351-361
Tertiary Education and Management - There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on... 相似文献
17.
Drawing from data on over 1000 prospective teachers in a large urban district including pre and post-student teaching survey data, this study investigates whether lengthening student teaching improves teachers’ perceptions of instructional preparedness, efficacy, and career plans. The findings suggest that the duration of student teaching has little effect on teacher outcomes; however, the quality of student teaching has significant and positive effects. Moreover, the magnitude of the effects of student teaching quality are greater when student teaching is shorter and in schools with more historically underserved racial groups. The authors discuss policy implications and directions for further research. 相似文献
18.
This study investigated the relations between teachers’ emotions in teaching and their approaches to teaching in individual
courses. It is derived from two fields of study that have hitherto been largely unconnected in higher education. While the
research literature shows (a) a range of variables are related to the teaching approaches that teachers adopt and that these
approaches are related to the quality of their students’ learning, and (b) that the emotional experience of teachers is an
important factor in teaching, no studies have been reported on the connections between emotions and approaches in teaching
in higher education. Two self-report questionnaires: the Approach to Teaching Inventory-Revised and the Emotions in Teaching
Inventory, were completed by a sample of 175 Australian higher education teachers. The results suggest that there are significant
relations between the ways teachers emotionally experience the context of teaching and the ways they approach their teaching,
with positive emotions being associated with student-focused teaching approaches and negative emotions with transmission approaches.
The relations help explain why new teaching strategies may not be successful or not even adopted. 相似文献
19.
Laurie Field 《International Journal for Academic Development》2015,20(2):113-125
Adopting a pluralistic view of academics’ informal learning that draws on Habermas (1987), this article suggests that a great deal of academic learning results from tensions and incompatibilities between individual interests and those of employing institutions increasingly resonant with the ideology of New Public Management (NPM), with its emphasis on market forces (e.g. student as ‘customer’), enhanced management power, surveillance, and measurement. To explore these ideas further, the article draws on interviews with academics at an Australian university to examine their informal learning about teaching. The academics interviewed had learnt a great deal from the changing context about how teaching is perceived by their institution, as well as about their own personal status and security in the new environment. The paper suggests that the ruthless push of NPM and associated ideologies and pressures impacting on higher education in Western countries represent ‘currents’ running counter to the efforts of academic developers to foster teaching excellence and expertise. The article’s conclusions suggest value in further research into the impact of ideological changes such as NPM on ‘learning about teaching’ in a variety of institutional settings. 相似文献
20.
WANG Zhi-guo 《美中教育评论》2007,4(3):77-80
Information entropy refers to the process in which information is sent out from the information source, transmitted through information channel and acquired by information sink, while the teaching process is the one of transmitting teaching information from teachers and teaching material to students. How to improve teaching effectiveness is virtually how to increase the transmission of effective information in teaching. 相似文献