Indicators Of Teaching Effectiveness Research Articles

Secuencia de enseñanza CTS sobre minería: análisis empírico de su eficacia para aprender

This study investigates the effectiveness of a teaching-learning sequence about mining on the understanding of issues of STS or the nature of science and technology, in this case centred on aspects about the influence of mining on society and vice versa, the influence of society on technology and mining. The investigation conforms to a pre-posttest design, where the application of the teaching-learning sequence takes place between the two, initial and final, assessments, whose mutual differences are the indicators of teaching effectiveness. The results are modest, because just a few areas of improvement are identified, and some other areas where there is no improvement as the observed differences are small. The study presents a standardization of assessment that can be used to compare effects of different didactic sequences or to compare different research.

Getting to the Scholarship of Teaching and Learning: Professional Development in University Faculty

Getting to the Scholarship of Teaching and Learning: Professional Development in University Faculty

Validation of a research-based student survey of instruction in a college of education

As a preparer of students for the profession of teaching, a college, school, or department of education in higher education has an expectation that instructors teach competently. In higher education, the student survey of instruction is one of the most important among other indicators of teaching effectiveness. This article presents a validation of a new student survey of instruction in a college of education. In this validation, we found the new survey to be as troublesome as the previous survey. Four major findings emerged from this study that offer hope for a new and improved survey of instructional effectiveness. These findings involve estimating reliability, subscore validity, course relevance and rigor of the instructor, and construct-irrelevant variables that threaten validity. Given the failed validation, many cogent observations provide guidance for the design and development of improved forms that may overcome these threats to validity and guide others in validating teaching effectiveness surveys.

What are we missing here? Problematising wisdoms on teaching quality and professionalism in higher education

In this discussion paper we seek to challenge prevailing wisdoms in higher education regarding the value of measuring teaching quality, prescribing standards for professionalism and using student satisfaction as an indicator of teaching effectiveness. Drawing on the literature, we explore and probe four wisdoms in an attempt to identify and problematise popular assumptions about teaching and professionalism. We suggest that externalising procedures for assessing quality can be counter-productive to effective teaching and learning and propose core values we see as central to enhancing higher education practice: collegial reflection on practice, consideration of ethical issues and risk-taking.

Students' Ratings of Teaching Effectiveness: A Laughing Matter?

Gump in 2004 identified a positive significant relationship between awareness of daily class objectives and ratings of the instructor's overall teaching effectiveness. The idea that rating of teaching effectiveness can be related to other non-teaching related attributes of the lecturer was further examined. Correlations based on ratings of teaching effectiveness from 453 undergraduate students (M=21 yr., SD= 5.5; 73% women) showed that another nonteaching related variable, namely, how funny the instructor was perceived, was significantly related to indicators of teaching effectiveness.

Viewpoint: Doing Things the Hard Way—Problems with Mission-Linked AACSB Accreditation Standards and Suggestions for Improvement

Under the new AACSB standards, business schools may designate teaching as their primary mission, making teaching effectiveness, rather than research productivity, the major consideration in accreditation. It is considerably more difficult to assess teaching effectiveness than it is to assess research productivity, and the fundamental indicator of teaching effectiveness, career success of graduates, is virtually impossible to measure accurately. Business school faculties preparing for accreditation or re-accreditation thus are forced to emphasize superficial and unreliable indicators such as the number of course changes approved by curriculum committees. The AACSB should devise a set of reasonable accreditation standards, with numerical guidelines established for measurable variables, and issue Certificates of Distinction to a minority of business schools that maintain very high levels of faculty research productivity.

Critical Indicators of Effective Teaching for Preservice Teachers: Relationship Between Teaching Behaviors and Ratings of Effectiveness

The purpose of this study was to investigate the validiy of critical indicators of teaching effectiveness for preservice student teachers in special education. Critical indicators are behaviors that can be used to make decisions about the effectiveness of student teachers. In this study, the relationship between behaviors of preservice student teachers and ratings of their teaching effectiveness by a panel of observers is investigated. Ten preservice teachers (nine female and one male) completing their student teaching in the area of emotional disturbedlbehavior disorders participated in the study. Teachers were observed using the Pupil Observation Procedure form. The observation form is designed to sample both student and teacher behaviors, and focuses on behaviors that occur during instruction. Videotaped sections of participants' lessons were shown to eight raters who judged the effectiveness of each preservice teacher. Pearson product-moment correlations were calculated to determine the relation between teaching behaviors and teacher effectiveness. The highest obtained correlation was between the amount of off-task time observed in the classroom and teacher effectiveness ratings. In addition, moderate correlations were obtained between intrusive behavior and positive teacher responses and teacher effectiveness ratings. To further examine the relationship between teaching behaviors and ratings of teacher effectiveness, profiles of most effective, moderately effective, and least effective teachers were created. Results of the study are interpreted within the context of research on the development of teacher expertise.

The Effects of Enthusiasm Training on Selected Teacher and Student Behaviors in Preservice Physical Education Teachers

Teacher enthusiasm has long been considered an important part of the teaching process. However, empirical verification of enthusiasm as an indicator of teaching effectiveness is somewhat sparse. One problem is with measuring that complex variable, while another problem has been determining what to correlate it with to allow it to surface as such an indicator. Twenty-four preservice teachers participated in this study to determine the differences in teacher and student behavior between the levels of enthusiasm in trained and untrained teachers. The experimental group was given 6 hours of enthusiasm training whereas the control group received no such training. Both groups taught a 30-minute Experimental Teaching Unit (ETU) to a total of 120 middle-school students. The observation instrument in this study was the Physical Education Teaching Assessment Instrument (PETAI), while the Collins Enthusiasm Rating Scale was used to measure the teachers’ enthusiasm. The trained teachers received much higher ratings in enthusiasm during their ETU lessons and were significantly better on three of the PETAI items. The students of the trained teachers also had higher skill achievement gains over their counterparts under the untrained teachers.

Student Ratings of Instructors: From Scores to Administrative Decisions

The abundant literature on student rating scales of instruction has focused mainly on issues of scale development, reliability, and validity [2, 3, 4, 5, 6]. The consensus appears to be that the scales usually have sufficient reliability and validity to use them as one indicator of teaching effectiveness. Thus, they have been frequently used by individual instructors to get feedback at the end of a course regarding their teaching effectiveness. Centra [1] has examined the influence of such data on a sample of faculty and concluded that not much change took place among those most severely criticized. We do not know of any study examining this question of influence when the data were (a) required and (b) used in promotion/tenure It is known that student rating scales are increasingly a part of promotion dossiers [7, 10] even though there is no consensus on just how to utilize the data in such decisions [8]. An earlier study [6] on the practices of using student rating scale data when evaluating faculty for salary, tenure, and promotion decisions led to the present paper. In 1973 the Board of the Oregon State System of Higher Education revised its policy pertaining to faculty evaluations, henceforth requiring appropriate student input into the evidence accumulated as the basis for reappointment, promotion, and tenure decisions. For the instruction function, the use of student ratings became an

Faculty-Based Indicators of Teaching Effectiveness in Higher Education

The study investigated the credibility ratings assigned to 16 indicators of teaching effectiveness by 749 faculty members. Four factors were identified, information sources related to students, colleagues, performance, and external validation.