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1.
The use of evaluative feedback for instructional improvement: A longitudinal perspective 总被引：1，自引：0，他引：1
Both the available experimental evidence and recent reviews are unclear regarding the effectiveness of student ratings feedback for instructional improvement. Provision of feedback has not consistently produced improvement. Feedback accompanied by consultation has resulted in more consistent instructor improvement. However, the literature on interventions for instructional improvements has failed to address the longitudinal nature of improvement and development. The present study examined follow-up data over a ten-year period on instructors who had participated in a quasi-experimental study of the effectiveness of consultation and feedback conducted in 1971 and 1972. The results obtained indicate that instructors who had originally received feedback with consultation maintained higher student ratings and used instructional resources more during follow-up than instructors who originally received feedback only. This result must be tempered by several interpretative considerations regarding sample size, power, and experimental control. A number of concerns were also expressed regarding the adequacy of the current literature for describing a developmental event, instructional improvement, through the use of short-term studies. Recommendations are made for increased durations of study and alternative tactics of experimental design and control. 相似文献
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As more faculty members utilize student-centered methods, we should also expect to see an increase in graduate teaching assistants
(TAs) who are asked to co-teach these classes. However, little is written about the challenges TAs face and the adjustments
they make when teaching student-centered courses. This study examined a student-centered course taught by the hevruta method, a dyadic approach that emphasizes text-based student discussions. Although students reported significant learning
gains, both they and TAs had to negotiate new instructional roles. Based on student and TA feedback, strategies are presented
to facilitate effective student learning in a student-centered course co-taught by TAs. 相似文献
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The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools 总被引：1，自引：0，他引：1
Barbara R. Foorman Christopher Schatschneider Michelle N. Eakin Jack M. Fletcher Louisa C. Moats David J. Francis 《Contemporary educational psychology》2006
The objective of this investigation was to examine how instructional practices in 107 first- and second-grade classrooms in 17 high poverty schools moderate the impact on literacy outcomes of literacy-related skills students bring to the classroom. Ratings of teaching effectiveness and time allocation to literacy activities were obtained. Twenty time allocation variables were reduced into seven patterns of literacy activities that were examined as predictors of reading and spelling outcomes. Students’ initial reading ability and interactions of teaching effectiveness ratings by time allocation components predicted reading and spelling outcomes. Discussion centers on immutable versus flexible views of reading development and analytic approaches to examining instructional practices. 相似文献
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Motivation theory suggests that autonomy supportiveness in instruction often leads to many positive outcomes in the classroom, such as higher levels of intrinsic motivation and engagement. The purpose of this study was to determine whether perceived autonomy support and course-related intrinsic motivation in college classrooms positively predict student ratings of instruction. Data were collected from 47 undergraduate education courses and 914 students. Consistent with expectations, the results indicated that both intrinsic motivation and autonomy support were positively associated with multiple dimensions of student ratings of instruction. Results also showed that intrinsic motivation moderated the association between autonomy support and instructional ratings—the higher intrinsic motivation, the less predictive autonomy support, and the lower intrinsic motivation, the more predictive autonomy support. These results suggest that incorporating classroom activities that engender autonomy support may lead to improved student perceptions of classroom instruction and may also enhance both student motivation and learning. 相似文献
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Individual consultation over student ratings is recognised as an effective strategy to improve teaching effectiveness. Yet limited financial resources and rising costs in higher education renders this strategy as no longer feasible. This paper explores teacher perceptions on the efficacy of a peer-based model of consultation. It draws on a randomised controlled trial with university teachers discussing their ratings feedback with disciplinary peers. The findings indicated that teachers were receptive towards the idea of collaborating to learn from student ratings how to improve their teaching. The model should be refined with continued research. 相似文献
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Ya‐Ting C. Yang Jeffrey Gamble Shiun‐Yi S. Tang 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):448-464
The challenge of providing authentic experiences and interactions for fostering oral proficiency and motivation in foreign languages is an opportunity for innovation in educational technology and instructional design. Although several recent innovations have received the attention of scholars, empirical investigation and validation is often lacking, as is the case with voice over instant messaging (VoIM). The goal of this study was to empirically test the effectiveness of VoIM for enhancing students' oral English proficiency and learning motivation. Different types of online discussions were examined—unstructured, structured without the facilitation of English teaching assistants (ETAs) and structured with the facilitation of ETAs. A pre‐test and post‐test quasi‐experimental design was employed to achieve this goal. The participants, 90 students enrolled in three sections of a freshman English course at a large university in Asia, participated in eight VoIM discussions in addition to their regular coursework. The results provide empirical support for the importance of structured discussions and the facilitation of ETAs in improving both oral English proficiency and learning motivation. These findings highlight the role of facilitation in VoIM discussions, and recommend prompt feedback, modelling and encouragement for fostering oral proficiency and learning motivation in foreign language classes. Based on the results of this study, recommendations for future research are provided. 相似文献
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Leslie W. Grant James H. Stronge Xianxuan Xu 《Educational Assessment, Evaluation and Accountability》2013,25(3):251-276
The purpose of this study was to develop a richer understanding of teacher effectiveness through cross-cultural analyses of the practices and beliefs of selected China and US teachers who have received national awards for their teaching. This study was based upon a phenomenological design that used semi-structured interviews, classroom observations, and artifacts for data generation/collection. Sixteen China teachers and 16 US teachers participated in this study. This study revealed similarities and differences between US teachers and China teachers in their patterns of instructional practices and professional thinking. The major similarities found between them were (a) using a variety of instructional activities which spanned across different cognitive levels, (b) being opportunistic planners to maximize meaningful student learning, (c) having high student engagement, (d) presenting effective classroom management skills, and (e) maintaining a learning environment that was conducive to optimal learning. Primary differences between US and China teachers’ classrooms included the types of instructional activities used and their beliefs and practices in the areas of (a) instructional planning, (b) differentiation, (c) assessment, (d) classroom management, (e) relationships with students and parents, and (f) professional development. 相似文献
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K. David Roach 《Communication quarterly》2013,61(3):125-141
This study examined the influence of teaching assistant attire in the university classroom. Significant relationships were found between instructor attire and student cognitive learning, affective learning, and ratings of instruction. Analysis of variance indicated significant differences in these variables by levels of teaching assistant dress. Significant negative relationship was found between instructor attire and student likelihood of misbehavior. Analysis of variance revealed that student misbehaviors were less likely for teaching assistants with high professional dress. 相似文献
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The relationship between salary increases and student ratings of teaching effectiveness was studied for a sample of 266 faculty members at Kansas State University. Three measures of teaching effectiveness (student progress in meeting relevant course objectives, liking the instructor, and appreciation of the field of study) and two salary criteria (percent and dollar increases) were used. Several measures of the emphasis on the teaching function were used to determine if this variable moderated the relationship between salaries and student ratings. The effect of discipline was also examined.In general, there was a modest but significant correlation between ratings of teaching effectiveness and percent salary increase. The amount of emphasis given to the teaching function was a significant determinant of the strength of this relationship. Correlations were generally more pronounced in social science and humanities than in the science areas. Student motivation was highly correlated with effectiveness ratings, but was not regularly taken into account in salary recommendations. 相似文献
12.
This study examined college instructors’ utilization and perceived value of sources of instructional feedback (institutional student ratings, consultation with an instructional specialist, soliciting feedback from students, self-assessment, self-observation, peer/administrator observation, and peer coaching). We examined relationships between the utilization of each source of feedback with job satisfaction and psychological needs satisfaction. We solicited instructors (N?=?126) via email. Results revealed self-assessment was the most utilized source of instructional feedback, and instructor-solicited feedback from students was perceived as the most useful. Job satisfaction was significantly correlated with basic psychological needs. We discuss qualitative findings, implications, and suggestions for future research. 相似文献
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First, the longitudinal nature of student ratings of instructors has not received deserved emphasis from researchers. Second, the use of item banks for designing student rating questionnaires, especially for instructor feedback, has needed attention. These two factors are investigated in this study, which tracks 304 instructors over a four semester period. It was found that the type of questionnaire generated from the item bank led to statistically significant differences among designated groups. The longitudinal analysis, however, indicated only minor improvement over time, regardless of whether or not an instructor chose to use items yielding specific feedback on the instructional components of a course. Additionally, although main effect differences were noted between teaching assistants and regular faculty, other results were very similar. 相似文献
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Patricia L. Hardr 《Performance Improvement Quarterly》2003,16(4):23-39
This study addressed the need for empirical tests of the global instructional design (ID) model as a toolkit for classroom teachers in authentic settings; and the performance improvement challenge of finding effective, efficient methods of professional development for preparing graduate assistants to teach. Participants were eighteen teaching assistants (TAs) with primary instructional responsibilities at a large Midwestern university. Twelve were given a training intervention in instructional design, while the other six served as a control group. The intervention was based on the iterative, five‐phase ADDIE model, and principles from educational psychology. Dependent measures were TAs' ID knowledge, teaching self‐efficacy, satisfaction with knowledge and strategies, perceived teaching competence, teaching performance and teaching effectiveness, and their students' engagement and perceived learning. All of the study's seven hypothesized relationships were found statistically significant. The intervention, though brief, measurably increased the ID knowledge of participating TAs, along with their teaching‐related self‐perceptions, and student outcomes. Instructional design emerges as a potentially powerful training tool for organizing teachers' and trainers' knowledge related to the complex practice of classroom instruction. 相似文献
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It is widely recognized that lectures continue to dominate college chemistry instruction, especially in developing countries, and that lectures limit student intellectual engagement. To address this concern, a General Chemistry course in a Philippine university was reconstructed to implement an instructional cycle consisting of three phases: a plenary or mini‐lecture, seatwork activity, and a summary or closure. An expert instructor coached the instructors to improve their teaching. Two instructors were involved in pilot implementation and 13 instructors in a large‐scale implementation. This article describes the instructors’ adoption of the instructional cycle using qualitative and quantitative methods that involved multiple data sources. The instructional cycle and intensive coaching enabled most instructors to change their practices, shift their focus from teaching to learning, and enhance their knowledge of student learning difficulties. Nine instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. These nine instructors used student seatwork and activities 30–70% of the time, whereas previously 90% of the time involved lectures. Videotape records showed that more than 70% of the students were continuously on task. Four instructors had considerable difficulties in applying the new approach but also had difficulties with conventional lectures. The project constituted the start of a departmental reorientation with a focus on effectiveness of teaching and learning. Subsequently the faculty and course development model developed in this study was used to revise other courses. The theory of Rogan and Grayson proved useful in describing the change processes. 相似文献
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Luke Mandouit 《Educational Action Research》2013,21(5):755-769
Gathering student feedback on teaching practice is commonly used in educational settings as an improvement tool and performance measure. Typically this feedback is collected using rating style surveys when a subject concludes; however, whether this practice improves the quality of teaching requires further research. This study was designed using an action research methodology to investigate the impact of student feedback on teacher practices in a secondary setting. Specifically, the efficacy of an ongoing, collaborative feedback model in which teachers collected student feedback regularly, were guided in reflecting on the data, and were supported through professional development to improve their practices was explored. Results supported student feedback as a valuable improvement tool, and powerful stimulus for teacher reflection. Student feedback informed teachers on the effectiveness of their practice and identified areas for future professional learning. Additionally, it opened up a dialogue around teaching and learning in the classroom, and gave the teachers insights into the unique challenges experienced by their students. 相似文献
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Effects of grading practices and time of rating on student ratings of faculty performance and student learning 总被引：2，自引：0，他引：2
The effects of grading practices (strict, lenient) and time of rating (after a lecture, after taking an examination, after receiving feedback on performance on the examination) on student ratings of faculty performance and student learning (i.e., performance on an examination) were assessed in two experimental studies. Results indicated that (1) student ratings were directly affected by grading practices and this effect was a function of the time at which ratings were cornpleted, and (2) student learning and students' ratings of faculty were positively correlated, and grading practices had no effect on student learning. Implications of these findings for the administrative use of student ratings are considered. 相似文献
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John V. Kucsera Rochelle Roberts Stephen Walls Josh Walker Marilla Svinicki 《Teachers and Teaching》2013,19(5):597-610
Goal orientation theory has been widely investigated and found to affect many motivation and behavior variables in relation to student learning and work performance. However, unlike the motivational construct of self-efficacy, researchers have yet to investigate whether this theory can be applied to the field of teaching and contribute to the explanation for trends in instructional behavior and motives. The purpose of the present study was to develop an instrument to begin the exploration of teachers’ goal orientation towards teaching. From a three-phase research design consisting of scale development, score validation, and convergent/discriminant validation, results provided support for the development of, and validity of scores on, a Goal Orientation towards Teaching (GOTT) Scale. Although further validation is needed, future researchers and practitioners can use the GOTT scale to investigate how teachers’ goal orientation towards teaching can impact student learning, teaching effectiveness, pedagogical learning, and even professional morale. 相似文献
19.
Joyce M. Schmeeckle 《Journal of Science Education and Technology》2003,12(3):205-260
Evaluation of online training is a necessity to its future as a viable alternative method to classroom training. The purpose of Study 1 was to evaluate the effectiveness and efficiencies of online training as it compared to current classroom training with Nebraska Law Enforcement Training Center's (NLETC's) Jail Management trainees. Trainees were randomly assigned to receive either online or classroom training. Learning, motivation, and attitudes were measured for instructional effectiveness. Instructional time and cost/benefit calculations were used as measures of efficiencies. Results indicated, as predicted, that online training is as effective an instructional method as classroom training, and more efficient than classroom training. No meaningful learning differences occurred between the two groups, but online training was completed in almost half the time of classroom instruction and at a lesser cost. However, the classroom group reported higher motivation and positive feelings concerning their instruction than did the online group. Study 2 experimentally examined learning, instructional time, motivation, and attitude advantages of multimedia included in the Jail Management online training courses. Although hypothesized that video would enhance learning, motivation, and attitude, there were no differences in UNL student participants' test scores or surveys scores whether they received training with text only, audio with the text, or video with the text. Only instructional time differed among the groups. 相似文献
20.
The authors examined whether feedback from student ratings of instruction not augmented with consultation helps college teachers
to improve their student ratings on a long-term basis. The study reported was conducted in an institution where no previous
teaching-effectiveness evaluations had taken place. At the end of each of four consecutive semesters, student ratings were
assessed and teachers were provided with feedback. Data from 3122 questionnaires evaluating 12 teachers were analyzed using
polynomial and piecewise random coefficient models. Results revealed that student ratings increased from the no-feedback baseline
semester to the second semester and then gradually decreased from the second to the fourth semester, although feedback was
provided after each semester. The findings suggest that student ratings not augmented with consultation are far less effective
than typically assumed when considered from a long-term perspective. 相似文献