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Student Evaluation of Teaching Effectiveness: An assessment of student perception and motivation 总被引：2，自引：2，他引：2
Over the past century, student ratings have steadily continued to take precedence in faculty evaluation systems in North America and Australia, are increasingly reported in Asia and Europe and are attracting considerable attention in the Far East. Since student ratings are the most, if not the only, influential measure of teaching effectiveness, active participation by and meaningful input from students can be critical in the success of such teaching evaluation systems. Nevertheless, very few studies have looked into students' perception of the teaching evaluation system and their motivation to participate. This study employs expectancy theory to evaluate some key factors that motivate students to participate in the teaching evaluation process. The results show that students generally consider an improvement in teaching to be the most attractive outcome of a teaching evaluation system. The second most attractive outcome was using teaching evaluations to improve course content and format. Using teaching evaluations for a professor's tenure, promotion and salary rise decisions and making the results of evaluations available for students' decisions on course and instructor selection were less important from the students' standpoint. Students' motivation to participate in teaching evaluations is also impacted significantly by their expectation that they will be able to provide meaningful feedback. Since quality student input is an essential antecedent of meaningful student evaluations of teaching effectiveness, the results of this study should be considered thoughtfully as the evaluation system is designed, implemented and operated. 相似文献
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Counselors value both the confidentiality of client information and the sanctity of human life. These values come into apparent conflict, however, when counselors work with life-endangering clients in such situations as child abuse and homicidal and suicidal threats. Legal incursions into the activities of mental health professionals should not threaten counselors into abandoning good clinical judgment or into refraining from treating potentially dangerous clients. Ethical and legal standards guide counselors in their treatment of such clients. Breaching confidentiality is rarely necessary. Counselors should understand their ethical codes and their state statutes. 相似文献
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In a previous study,we showed that the 1992 men's world record running times in the 100 m to 200 km could be represented accurately by the equation T= cDn, where T is the calculated record time for distance D, and c and n are positive constants. Here, we extend that to cover the years 1925-65 at 10-year intervals and 1970-95 in 5-year intervals for distances of 100 m to 10 km. Values of n for all years lie along a straight line with a small negative slope. A regression analysis yields an equation for values of n covering the period 1925-95. Values of c from 1925 to 1995 were fitted by a quadratic equation. These two equations define a surface in three-dimensional space log(T), log(D), date for all men's world record runs over the 70-year period for distances of 100 m to 10 km. We also demonstrated previously that event times, t, do not scatter randomly with respect to the values of T but form a consistent pattern about the straight lines in log(T) versus log(D) plots. In this study, we show that the pattern of (t-T)/t as a function of date has remained constant for the past 70 years. 相似文献
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Tikly LEON Mabogoane THABO 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(2-3):159-178
This article examines the process of desegregation in historically white schools in South Africa. It is argued that reforms within these schools can be understood as an example of the marketisation of education. The article commences with a consideration of the relevance and scope of such an approach. Exponents of marketisation in South Africa (as elsewhere) have claimed that the introduction of market forces can help to increase "choice" for the consumers of education. It is also suggested that it can act as a means of redressing past inequalities. These arguments are critically considered in relation to the experiences of black pupils both within the schools themselves and within the wider educational system. It is argued that a marketised approach towards desegregation may have increased choice for whites and for a minority of blacks, but has not increased choice for blacks as a whole. Nor has it served as an efficient mechanism for the redistribution of educational resources. Although the article is critical of many aspects of the marketisation process, it is acknowledged that some of the policies associated with marketisation are compatible with the creation of a more equitable and efficient education system. 相似文献
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