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Evaluating teacher performance in hi...

Campbell, Judith Prugh.

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Evaluating teacher performance in higher education: The value of student ratings.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Evaluating teacher performance in higher education: The value of student ratings./
作者:	Campbell, Judith Prugh.
面頁冊數:	204 p.
附註:	Major Professor: William C. Bozeman.
Contained By:	Dissertation Abstracts International66-08A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3188108
ISBN:	9780542301339

Evaluating teacher performance in higher education: The value of student ratings.
Campbell, Judith Prugh.

Evaluating teacher performance in higher education: The value of student ratings. - 204 p.

Major Professor: William C. Bozeman.

Thesis (Ed.D.)--University of Central Florida, 2005.

The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness.

ISBN: 9780542301339Subjects--Topical Terms:

626645
Education, Administration.

Evaluating teacher performance in higher education: The value of student ratings.
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100 1 $a Campbell, Judith Prugh. $3 1264973
245 1 0 $a Evaluating teacher performance in higher education: The value of student ratings.
300 $a 204 p.
500 $a Major Professor: William C. Bozeman.
500 $a Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2851.
502 $a Thesis (Ed.D.)--University of Central Florida, 2005.
520 $a The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness.
520 $a A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data.
520 $a Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation.
520 $a Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.
590 $a School code: 0705.
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650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Higher. $3 543175
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710 2 $a University of Central Florida. $3 1018467
773 0 $t Dissertation Abstracts International $g 66-08A.
790 $a 0705
790 1 0 $a Bozeman, William C., $e advisor
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3188108