The evaluation of faculty development programs   总被引：1，自引：0，他引：1  

Dr. Donald P. Hoyt  George S. Howard 《Research in higher education》1978,8(1):25-38

This article reviews literature pertinent to the evaluation of faculty development programs and presents data from several studies conducted at two institutions. These data were consistent with those previously reported in that faculty participants consistently expressed satisfaction with development services. In addition, one study found that most faculty members voluntarily took some action to improve their instructional effectiveness, though only a minority pursued these efforts in depth. Volunteers who worked intensively with a faculty development consultant improved more on objective measures of effectiveness than did those who were only superficially involved in improvement efforts; those who received no consultative assistance failed to improve significantly. Evidence from a final study provided a control for faculty motivation and led to the conclusion that improvement was contingent both on faculty desire to improve and on the availability of professional assistance.  相似文献   

Flavor- vs. tone-cued shock avoidance     

Howard B. Parker  Richard F. Smith 《Learning & behavior》1981,9(3):335-338

In a direct comparison, flavor-cued rats learned to avoid shock in a two-way shuttlebox as well as, or better than, tone-cued rats. These results stand in contrast to the prevalent view that rats encounter difficulty in forming flavor-shock, but not tone-shock, associations. In attempting to account for this contrast, we note that experiments revealing cue-modality specificity employ an aversion paradigm and record ingestive behavior. It is argued that both the paradigm and the dependent variable are inappropriate for assessing shock-avoidance learning, and that cue-modality specificity in such a setting reflects paradigm and response choice rather than a general characteristic of rats.  相似文献   

Teachers' Interpretations of Effective Whole-class Interactive Teaching in Secondary Mathematics Classrooms     

Sonia Jones  Howard Tanner 《Educational studies》2002,28(3):265-274

Prompted by ongoing concerns over standards of numeracy, eight mathematics teachers from four secondary schools in south Wales formed a teacher inquiry group to research the impact of introducing whole-class interactive teaching strategies into their own practice. Possible teaching approaches and activities were developed and agreed during group meetings. These were trialled by the teachers during their normal mathematics lessons. Lesson observations, interviews with teachers and discussions at the group meetings, however, indicated that the implementation of the approaches varied significantly across teachers. This paper analyses the variation in interpretations and teaching styles, and discusses their impact on the quality of the classroom discourse. The determining features discerned within the classroom dialogue included the extent to which pupils were encouraged to reflect on their mathematical knowledge, and the ways in which teachers were able to scaffold pupils' learning.  相似文献   

A Bayesian Method for Evaluating Passing Scores: The PPoP Curve     

Howard Wainer  X. A. Wang  William P. Skorupski  Eric T. Bradlow 《Journal of Educational Measurement》2005,42(3):271-281

In this note, we demonstrate an interesting use of the posterior distributions (and corresponding posterior samples of proficiency) that are yielded by fitting a fully Bayesian test scoring model to a complex assessment. Specifically, we examine the efficacy of the test in combination with the specific passing score that was chosen through expert judgment, or, in general, any external a priori criterion. In addition, we study the robustness of the test's efficacy with respect to choice of the passing score.  相似文献   

Exploring Engineering instructors’ views about writing and online tools to support communication in Engineering     

Sarah K. Howard  Maryam Khosronejad  Rafael A. Calvo 《European Journal of Engineering Education》2017,42(6):875-889

To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students’ preparedness for this aspect of their future work. It is argued that online writing tools, to engage numbers of students in the writing process, can support feedback on and development of writing in engineering on a larger scale. Through interviews and questionnaires, this study explores engineering academics’ perceptions of writing to better understand how online writing tools may be integrated into their teaching. Results suggest that writing is viewed positively in the discipline, but it is not believed to be essential to success in engineering. Online writing tools were believed to support a larger number of students, but low knowledge of the tools limited academics’ understanding of their usefulness in teaching and learning. Implications for innovation in undergraduate teaching are discussed.  相似文献   

Concurrent observations of barpress suppression and freezing: Effects of CS modality and on-line vs. off-line training upon posttrial behavior     

John J. B. Ayres  Howard Axelrod  Elizabeth Mercker  Fran Muchnik  Michael Vigorito 《Learning & behavior》1985,13(1):44-50

In a conditioned suppression study with rats, CS modality (light vs. noise) and type of conditioning (on-line vs. off-line training) were manipulated. All rats were then tested on-line with only half the test trials reinforced. Some results and conclusions were as follows: (1) During initial training, suppression following reinforced noise trials was moderately strong at first but weakened over days; for the light, it was weak from the start. It was suggested that this strong influence of CS modality might complicate interpretations of posttrial suppression as a measure of US effectiveness. (2) During testing, posttrial suppression and freezing were greater following non-reinforced trials than following reinforced trials (US-omission effect), and this effect was stronger for noise than for light. Since noise also produced more freezing than light, this result favors the hypothesis that the US-omission effect is due to persistent CS-elicited freezing that is un-disrupted by a shock US. (3) Although noise produced more freezing, both noise and light produced similar barpress suppression. This result is consistent with the suggestion that noise and light acquire equal associative strength but elicit different defensive behaviors.  相似文献   

Student attitudes toward closed-circuit instructional television     

Howard M. Bobren  Sheldon L. Siegel 《Educational technology research and development : ETR & D》1960,8(3):124-128

Summary The objectives of this study were to examine (1) the relative effectiveness of closed-circuit television for classroom teaching compared to conventional teaching and (2) the acceptability of closed-circuit television teaching to the students. A course was offered both by closed-circuit television and by conventional teaching. Students within each group were asked to rate the course and other related concepts. In addition, their examination grades were obtained. No differences were found with respect to performance. The students taught via television rated the course and their instructors relatively lower than those who received conventional instruction. Howard M. Bobren is assistant to the director, Institute of Communications Research and Sheldon L. Siegel is research assistant, College of Education, both at the University of Illinois.  相似文献   

Substitution of women for men faculty in higher education: Do relative salaries matter?     

Howard P. Tuckman  Cyril F. Chang 《Research in higher education》1984,21(4):359-371

The paper provides quantitative estimates of the degree of substitutability between men and women faculty in higher education and examines the extent to which price (salary) differentials have played a role in altering the sex distribution in academe. Our results suggest uniformly low own-price elasticities with cross elasticities which differ by academic rank and sex. Further analysis is made of whether institutions of higher education have increased the proportion of females at the upper ranks due to salary factors. Our conclusion is that nonsalary factors appear to have been responsible for the changing sex distribution in academe.  相似文献   

The Role of Sex Hormone Replacement Therapy on Self-Perceived Competence in Adolescents with Delayed Puberty     

Jacqueline Schwab  Howard E. Kulin  Elizabeth J. Susman  Jordan W. Finkelstein  Vernon M. Chinchilli  Susan J. Kunselman  Lynn S. Liben  M. Rose DÂ⊃Arcangelo  & Laurence M. Demers 《Child development》2001,72(5):1439-1450

The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences.  相似文献   

School demographic variables and out‐of‐school suspension rates: A quantitative and qualitative analysis of a large,ethnically diverse school district     

Linda M. Raffaele Mendez  Howard M. Knoff  John M. Ferron 《Psychology in the schools》2002,39(3):259-277

This study examined out‐of‐school suspensions (OSS) in a large, ethnically diverse school district using both quantitative and qualitative procedures. Pearson product moment correlations and semi‐partial correlations were used to identify those school‐level variables that showed the strongest relationships to the duplicated OSS rate among elementary schools (n = 97) and secondary schools (n = 45). Additionally, interviews were conducted with administrators and student support personnel from the 24 schools in the district with the highest suspension rates and 24 demographically matched schools with significantly lower suspension rates. The majority of these schools served a high percentage of children from low socioeconomic backgrounds. Although the correlational analyses indicated that student demographic variables (e.g., percentage of White students, percentage of Black students, percentage of students receiving free or reduced price lunch) were strongly related to a school's suspension rate, the school comparisons showed that not all schools serving a high percentage of children placed at risk have high suspension rates. Implications of the findings for school discipline reform are discussed. © 2002 Wiley Periodicals, Inc.  相似文献