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Author : Thomas Duane Kerr
Publisher :
ISBN 13 :
Total Pages : 104 pages
Book Rating : 4.:/5 (392 download)
Download or read book Effect of Instructor and Course Characteristics on Student Course Selection written by Thomas Duane Kerr and published by . This book was released on 1996 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Travis J. Degheri
Publisher :
ISBN 13 :
Total Pages : 96 pages
Book Rating : 4.:/5 (118 download)
Download or read book An Empirical Look at the Impact of Course and Faculty Characteristics on Student Evaluations written by Travis J. Degheri and published by . This book was released on 2017 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student evaluations of college instructors are anything but a new phenomenon, having been used since the early 1900s. Today, universities around the world continue to use student evaluations as a means for measuring instructor effectiveness. Despite concerns of student objectivity, at many institutions these evaluations have a sizable influence on decisions involving faculty promotion, tenure, and merit salary increases. While there is much literature examining student evaluations, few studies have provided a longitudinal, multi-discipline exploration of the impact course and faculty characteristics have on student evaluations. To address this gap in the literature, this study used publically available data collected over two consecutive academic years from a single college located within a university in the southeastern United States to examine the extent to which course and faculty characteristics explained variation in undergraduate student evaluations. Mean and median scores associated with quality of instruction, amount of student learning, and relative performance of the professor were used as dependent variables in the analysis of 1,812 separate classes. Findings revealed that select course and faculty characteristics explained a significant amount of the variation in student evaluations. For example upper division courses tended to receive better ratings than lower division courses; early morning courses received lower ratings than any other time; general education courses tended to be scored lower than non-general education course; and more often than not, female professors received lower ratings than their male counterparts. Scores also varied significantly by department as did the patterns of significance among the more than 40 independent variables used in the analysis. Interestingly, political science and history had the highest scores and anthropology and philosophy the lowest. Taken together, these models explained between 1% and 45% of the variation in evaluation scores among the 11 departments used in the analysis. Given the important role that student evaluations play in the decision-making process underlying faculty promotion, tenure, and merit salary increases, the findings in this study will help both faculty and administrators better understand the course and instructor characteristics that may be impacting student evaluations, in effect creating a more equitable and efficient process for reviewing faculty.
Author : Jennifer Walter
Publisher :
ISBN 13 :
Total Pages : 106 pages
Book Rating : 4.:/5 (793 download)
Download or read book The Effects of Instructor Personality and Other Instructor and Course Characteristics on Student Evaluations of Teaching Effectiveness written by Jennifer Walter and published by . This book was released on 2003 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Patrick James Smith Waring
Publisher :
ISBN 13 :
Total Pages : 122 pages
Book Rating : 4.:/5 (256 download)
Download or read book The Impact of Student Characteristics and Course Characteristics on Students' Evaluations of Instructors written by Patrick James Smith Waring and published by . This book was released on 1991 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Roger Earl Haugen
Publisher :
ISBN 13 :
Total Pages : 366 pages
Book Rating : 4.:/5 (839 download)
Download or read book The Relationship Between Student Ratings and Selected Characteristics of University Transfer Instructors in the Community College written by Roger Earl Haugen and published by . This book was released on 1980 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major problem examined in this study was that of determining whether or not there is any relationship between student ratings of instruction in the community college university transfer area and the professional teacher-training backgrounds of instructors. In addition, several other factors which may influence ratings and which might interact with instructor professional education background were considered. These included: (1) student grade point average, (2) length of teaching experience, and (3) amount of subject matter, graduate-level preparation of instructors. To secure student ratings, 15 full-time instructors who were graduates of teacher-training programs and 15 without such training were selected at random at three Oregon Community Colleges. These instructors then administered in their university transfer classes the Student Instructional Report, a rating instrument developed by the Educational Testing Service of Princeton, New Jersey. A total of 1,380 students completed rating instruments. Independent variables in this study were: (1) professional teacher training, (2) amount of teaching experience, (3) amount of subject-matter, graduate-level preparation, and (4) student grade point average. Dependent variables in the study consisted of the general and subscale factors on the Student Instructional Report. These were: (1) Overall Rating, (2) Faculty-Student Interaction, (3) Course Organization and Planning, (4) Communications, (5) Textbooks and Readings, (6) Course Difficulty and Workload, and (7) Examinations. The technique of canonical correlation analysis was used. The level of confidence selected was .05. The relationship among only one set of variables was found to be statistically significant. Inspection of the coefficients of correlation for variables in this set indicated that the dependent variable of Course Organization and Planning was significantly correlated with the independent variables of professional teacher training and amount of subject-matter, graduate-level preparation. What these results indicate is that professionally prepared instructors tend to receive higher ratings on Course Organization and Planning than do instructors not professionally- trained. Further, instructors with greater amounts of subject-matter preparation tend to receive lower ratings on this dependent variable than do those with lesser amounts of such preparation. Partial correlation coefficients calculated for each of the independent variables also indicate that they are not redundant and that the relationship of each with the dependent variable is independent of the influence of the other. The significant findings were that: (1) on course organization and planning, professionally-trained instructors tend to be more highly rated than instructors not so trained, and (2) a great amount of subject-matter, graduate-level preparation tends to have a negative effect on the rating of instructional performance on this sub-scale of both trained and non-trained instructors.
Author : Jonathan McRae
Publisher :
ISBN 13 :
Total Pages : 169 pages
Book Rating : 4.:/5 (92 download)
Download or read book ADVANCING THE SCIENCE OF HIRING TEACHERS: AN ANALYSIS OF THE EFFECTS OF TEACHER CHARACTERISTICS ON STUDENT ACHIEVEMENT. written by Jonathan McRae and published by . This book was released on 2014 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effect of teacher characteristics on student achievement as measured by the 2011 North Carolina End-of-Course English I exam. The purpose of this study is to identify teacher characteristics with a positive effect on student achievement as measured by North Carolina End-of-Course English I exams in low-wealth school districts in rural southeastern North Carolina. The method of analysis used to conduct the study examining the relationship between teacher characteristics and student achievement will be multiple linear regression. The research design includes: (a) criteria used for study selection, (b) operational definitions of the constructs being studied, (c) description of instruments used to measure the constructs, (d) the processes used to locate data, and (e) a description and table of the identified data. This is followed by a description of the coding processes used in documenting pertinent data from the study. The research design includes a description of the multiple linear regression processes used in synthesizing the data and the processes used in the analysis of the statistics generated from the multiple linear regression. All data relating to this study was collected from the database at the North Carolina Education Research Data Center (NCERDC) at Duke University after receiving approval from East Carolina University's Institutional Review Board. Results of the data indicated that the teacher characteristics, National Board Certification, college attended, and teaching experience had a significant effect on student achievement on the 2011 North Carolina End-of-Course English I exam. The data indicated student test scores associated with National Board Certification, attended a UNC institution as an undergraduate, and zero years experience were higher than student test scores associated with other teacher characteristics.
Author : Jerrick L. Hornbeak
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (32 download)
Download or read book Teaching Methods and Course Characteristics Related to College Students' Desire to Take a Course written by Jerrick L. Hornbeak and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined some factors that are related to college students' desire to take a course from a specific instructor. College students' ratings of their instructor's teaching methods, the course circumstances, and the course requirements were correlated with students' desire to take the course from that instructor. Data came from archival data of 184,017 classes of faculty and students who responded to two instruments within the IDEA Student Ratings system: the Faculty Information Form (FIF), completed by the instructor, and the Student Ratings Diagnostic Form, completed by students. Descriptive statistics, correlational statistics, multiple regression analyses were conducted to test the research hypotheses. Students had a stronger desire to take the course if the instructor practiced methods that stimulated interest, fostered collaboration, established rapport, encouraged involvement, and structured the classroom experience. Stimulating student interest and establishing rapport had the strongest effects on students' desire to take the course. Students' desire to take the course also increased if the instructor used a variety of methods to evaluate student progress, expected students to take their share of responsibility for learning, and used educational technology to promote learning. The findings from this study provide higher education institutions with information about which instructor and course characteristics correlate with students' desire to take a course.
Author : Anna M. Martin (Writer on higher education)
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)
Download or read book The Impact of Instructor Qualities in Higher Education Online Courses written by Anna M. Martin (Writer on higher education) and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As both universities and students demonstrate an increasing interest in offering and taking online courses, a better understanding of the causes of student outcomes, such as student achievement has become increasingly important. Exploring the causes of varying rates of student success in online courses of higher education is an ongoing challenge given the distance between both instructors and students. Prior research has primarily focused on three categories of potential causes, those at the student, program/course, and environmental levels (Hart, 2012, Lee & Choi, 2011). This study investigated an additional variable, the role of the teacher, which has been hidden within and in many instances even left out of previous studies (Hart, 2012, Lee & Choi, 2011). In this study, student data from 63,320 students were used to investigate these variables. Students took an online course with one of 166 participating instructors or were in a like face-to-face class spanning 5-semesters from the fall of 2014 - spring 2016. A multivariate linear regression indicated that the instructor qualities of years of experience, level of education and practical experience predicted 5.6% of student achievement, while an instructor's level of training predicted 2.1% of student achievement in online courses of higher education. This is not unsurprising giving the complex nature of online courses and the number of variables already identified as impacting student success in such formats (e.g. previous student performance, motivation, computer competence, level of peer/instructor interaction, work commitments). Although the amount at which these teacher qualities make up the overall formula for student success is small, this study has added to our understanding of additional factors impacting student success in higher education online courses.
Author : Florian Hoffmann
Publisher :
ISBN 13 :
Total Pages : 27 pages
Book Rating : 4.:/5 (255 download)
Download or read book Professor Qualitites and Student Achievement written by Florian Hoffmann and published by . This book was released on 2006 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper uses a new administrative dataset of students at a large university matched to courses and instructors to analyze the importance of teacher quality at the postsecondary level. Instructors are matched to both objective and subjective characteristics of teacher quality to estimate the impact of rank, salary, and perceived effectiveness on grade, dropout and subject interest outcomes. Student fixed effects, time of day and week controls, and the fact that first year students have little information about instructors when choosing courses helps minimize selection biases. We also estimate each instructor's value added and the variance of these effects to determine the extent to which any teacher difference matters to short-term academic outcomes. The findings suggest that subjective teacher evaluations perform well in reflecting an instructor's influence on students while objective characteristics such as rank and salary do not. Whether an instructor teaches full-time or part-time, does research, has tenure, or is highly paid has no influence on a college student's grade, likelihood of dropping a course or taking more subsequent courses in the same subject. However, replacing one instructor with another ranked one standard deviation higher in perceived effectiveness increases average grades by 0.5 percentage points, decreases the likelihood of dropping a class by 1.3 percentage points and increases in the number of same-subject courses taken in second and third year by about 4 percent. The overall importance of instructor differences at the university level is smaller than that implied in earlier research at the elementary and secondary school level, but important outliers exist.
Author : Justin A. Wong
Publisher : Stanford University
ISBN 13 :
Total Pages : 121 pages
Book Rating : 4.F/5 ( download)
Download or read book Essays on the Determinants of Student Choices and Educational Outcomes written by Justin A. Wong and published by Stanford University. This book was released on 2011 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is composed of three essays. Essay 1, "Does School Start Too Early For Student Learning?", considers the connection between school start time and student performance. Biological evidence indicates that adolescents' internal clocks are designed to make them fall asleep and wake up at later times than adults. This science has prompted widespread debate about delaying school start times in the U.S., a country which has some of the earliest start times worldwide. The debate suffers, however, from a glaring absence of evidence: the small number of prior studies has been too low powered statistically to test whether later start times improve achievement. I fill the gap by studying achievement across a large, nationally representative set of high schools that have varying start times. I identify the positive effect of later clock start times, as well as the independent effect of greater daylight at school start time. My primary empirical method is cross-sectional regression with rich controls for potentially confounding variables. The findings are confirmed by regression discontinuity analysis focused on schools close to time zone boundaries. I quantify the net gain in welfare from having an additional hour of sunlight before school starts by comparing the substantial lifetime earnings benefits for students against the likely the societal costs. Essay 2, "Student Success and Teaching Assistant Effectiveness In Large Classes", considers the impact teaching assistants (TAs) have on student performance. In universities, TAs play a crucial role by providing small group instruction in lecture courses with large enrollment. The multiplicity of TAs creates both positive opportunities and negative incentives. On the one hand, some TAs may excel at tasks--such as helping struggling students--at which other TAs fail. If so, all students may be able to learn better if they can match themselves to the TA that best suits their needs. On the other hand, the multiplicity of TAs means that students in the same class often receive instruction that varies in quality even though they are ultimately graded on the same standard. In this paper, we use data from a large lecture course in which students are conditionally randomly assigned to TAs. In addition to administrative data on scores and grades, we use survey data (which we generated) on students' initial preparation, their study habits, and their interactions with TAs. We identify the existence of variation among TAs in teaching effectiveness. We also identify how TAs vary in their effectiveness with certain subpopulations of students: the least and best prepared, students with different backgrounds, and so on. Using our parameter estimates, we simulate student achievement under scenarios such as random assignment to TAs, elimination/retraining of the least effective TAs, and matching of TAs to students based on initial information to show the potential gains in student welfare from more efficient matching. Essay 3, "A Study of Student Majors: A Historical Perspective", considers whether differing financial returns across degrees are a significant factor in a student's choice of a major. During the late 1990s, the U.S. experienced a technology boom that significantly increased the initial salary offers to engineering students, and computer science students in particular. These dramatic increases in returns provide an excellent opportunity to examine not only how students respond to salary levels, but also to salary trends. The existing literature has focused on the extent to which differing financial returns can affect a student's choice of undergraduate major. This paper extends the analysis to test if trends in salary levels also affect the share of students selecting into various majors using a comprehensive dataset of all post-secondary institutions. I find that students select into majors that offer higher salaries and have greater wage growth. Using a flexible empirical model that allows students to respond to both changes in salary levels and growth, I find that the results hold across majors and within engineering disciplines. These results help to explain why, for instance, the percentage of students choosing to major in computer science grew more rapidly than could be explained by salary level alone.
Author : Ivan Franklin Harber
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (176 download)
Download or read book A Study of the Effects of Completing an Instructor Effectiveness Course on the Accountability Measures of Adjunct Community College Faculty written by Ivan Franklin Harber and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study was to determine the impact of an Instructor Effectiveness Course designed specifically to retain adjunct faculty and improve their overall success in teaching. The study also investigated the "online" and "face-to-face" groups of the Instructor Effectiveness Course and compared faculty who take this course to those who do not in order to detect any significant differences. Differences were measured through students' class grade point averages, (GPA's), and course completion rates for the three groups of faculty, as well as through the faculty performance on student evaluations. This mixed method, causal/comparative study looked at the adjunct faculty members who have taken the Instructor Effectiveness Course at a large southern community college compared to those who have not taken the course. This large southern community college employs approximately 1,400 adjunct faculty members. Four hundred of these adjunct faculty members have completed the Instructor Effectiveness Course offered at the college. For the past couple of years, the course has been offered both face-to-face and online. These adjunct faculty members teach both in the associate of arts (A.A.) programs, as well as the associate of science (A.S.) programs. The adjunct faculty members were divided into four groups: by those with less than one year of teaching experience, those with one year of teaching experience, those with two years of teaching experience, and those with three years of teaching experience. The adjunct faculty members were also divided by those teaching A.S. courses and those teaching A.A. courses, and by those teaching night and day classes. The adjunct faculty members with prior teaching experience who have been exempted from taking the course were not included in the study. The adjunct faculty members who had never taken the Instructor Effectiveness Course had significantly higher class GPA's than those who had taken the course online or face-to-face. Student evaluations showed that adjunct faculty members who had completed the online version of the Instructor Effectiveness Course had a higher weighted average for all questions than those who had not taken the course. This study had three major objectives. The first was to investigate adjunct faculty members' retention rates. The second was to investigate students' success as measured by GPA and course completion. The third was to investigate adjunct faculty members' success as measured by students' evaluations. The research questions, hypotheses, participants, instrumentation, data collection, and data analysis have been provided in this chapter. The participants have been identified, and the rationale for their selection was described. The community college used as the research institution has been identified.
Author : Valen E. Johnson
Publisher : Springer Science & Business Media
ISBN 13 : 0387001255
Total Pages : 270 pages
Book Rating : 4.3/5 (87 download)
Download or read book Grade Inflation written by Valen E. Johnson and published by Springer Science & Business Media. This book was released on 2003-04-30 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade inflation runs rampant at most colleges and universities, but faculty and administrators are seemingly unwilling to face the problem. This book explains why, exposing many of the misconceptions surrounding college grading. Based on historical research and the results of a yearlong, on-line course evaluation experiment conducted at Duke University during the 1998-1999 academic year, the effects of student grading on various educational processes, and their subsequent impact on student and faculty behavior, is examined. Principal conclusions of this investigation are that instructors' grading practices have a significant influence on end-of-course teaching evaluations, and that student expectations of grading practices play an important role in the courses that students decide to take. The latter effect has a serious impact on course enrollments in the natural sciences and mathematics, while the combination of both mean that faculty have an incentive to award high grades, and students have an incentive to choose courses with faculty who do. Grade inflation is the natural consequence of this incentive system. Material contained in this book is essential reading for anyone involved in efforts to reform our postsecondary educational system, or for those who simply wish to survive and prosper in it. Valen Johnson is a Professor of Biostatistics at the University of Michigan. Prior to accepting an appointment in Ann Arbor, he was a Professor of Statistics and Decision Sciences at Duke University, where data for this book was collected. He is a Fellow of the American Statistical Association.
Author : Florian Hoffman
Publisher :
ISBN 13 :
Total Pages : 30 pages
Book Rating : 4.:/5 (129 download)
Download or read book A Professor Like Me written by Florian Hoffman and published by . This book was released on 2010 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many wonder whether teacher gender plays an important role in higher education by influencing student achievement and subject interest. The data used in this paper helps identify average effects from male and female college students assigned to male or female teachers. In contrast to previous work at the primary and secondary school level, our focus on large first-year undergraduate classes isolates gender interaction effects due to students reacting to instructors rather than instructors reacting to students. In addition, by focusing on college, we examine the extent to which gender interactions may exist at later ages. We find that assignment to a same-sex instructor boosts relative grade performance and the likelihood of completing a course, but the magnitudes of these effects are small. A same-sex instructor increases average grade performance by at most 5 percent of its standard deviation and decreases the likelihood of dropping a course by 1.2 percentage points. The effects are similar when conditioning on initial ability (high school achievement), and ethnic background (mother tongue not English), but smaller when conditioning on mathematics and science courses. The effects of same-sex instructors on upper-year course selection are insignificant.
Author : Barbara Candelor Schumann
Publisher :
ISBN 13 :
Total Pages : 150 pages
Book Rating : 4.:/5 (484 download)
Download or read book The Relationships Between Student Ratings of Instructor Effectiveness and Selected Instructor, Course, and Student Characteristics written by Barbara Candelor Schumann and published by . This book was released on 1979 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : John Monroe Anderson
Publisher :
ISBN 13 :
Total Pages : 374 pages
Book Rating : 4.E/5 ( download)
Download or read book The Effect of Age and Gender on Students' Perceptions of Valued College-instructor Characteristics and Behaviors written by John Monroe Anderson and published by . This book was released on 1997 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Ken Bain
Publisher : Harvard University Press
ISBN 13 : 0674065549
Total Pages : 218 pages
Book Rating : 4.6/5 (74 download)
Download or read book What the Best College Teachers Do written by Ken Bain and published by Harvard University Press. This book was released on 2011-09-01 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is—it’s not what teachers do, it’s what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students’ discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators.
Author : Gary L. Cotton
Publisher :
ISBN 13 :
Total Pages : 134 pages
Book Rating : 4.:/5 (542 download)
Download or read book The Effects of the Attractiveness of Course Instructor on Student Evaluations of Teaching Effectiveness written by Gary L. Cotton and published by . This book was released on 1979 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
