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1.
This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who
teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context
of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory
is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying,
and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their ‘main concern’,
namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly
heterogeneous groups of students. We have labelled this process ‘Maintaining Competence’. This model stresses the importance
of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing
what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they should do in terms of best practice. 相似文献
2.
Roger J. Osborne 《Research in Science Education》1977,7(1):157-164
Conclusions It is clear that in this particular educational system teachers' and lecturers' subjective assessments of each student on
the cirteria given, were based primarily on two subjective impressions of the student; the students ‘academic ability’ and
his, or her “motivation for academic work”. A major proportion of the variance on the physics subjective scales could be explained
in terms of these two factors. However the factor scores did little to increase the prediction of success in University physics
examinations over and above prediction based on school physics examination results. There was some indication that subjective
assessments may have a potential use in predicting non-examination ‘attributes’ of importance, for example drop-outs and future
career intentions. Undoubtedly much greater reliability and validity of student scores related to objectives needs to be obtained
both via examinations and subjective assessments if future studies are to yield really useful student profiles. 相似文献
3.
This study investigates instructors’ attitudes about student ratings of instruction. The sample consisted of 357 instructors
at a major Canadian university, where student evaluation is carried out in all courses at the end of each term. Instructors
tend to agree that the student rating practice is an acceptable means of assessing institutional integrity, and is useful
to administrators in making summative decisions. However, they consider the student evaluations only marginally valuable in
their impact on enhancing instruction. Implications for the development of student ratings are discussed. 相似文献
4.
Several student and course characteristics were examined in relation to student ratings of instruction. Students at a major Canadian university completed the Universal Student Ratings of Instruction instrument at the end of every course over a three‐year period, providing 371,131 student ratings. Analyses of between‐group differences indicate that students who attend class often and expect high grades provide high ratings of their instructors (p < .001). In addition, lab‐type courses receive higher ratings than lectures or tutorials, and courses in the social sciences receive higher ratings than courses in the natural sciences (p < .001). Regression analyses indicated, however, that student and course characteristics explain little variance in student ratings of their instructors (<7%). It is concluded that student ratings are more related to teaching instruction and behavior of the instructor than to these variables. 相似文献
5.
This article explores the geographies of difference at LI-NSU, a Mexican university program where English is the predominant language of instruction. The interactions between
LI-NSU students and students from other programs are marked by themes of national identity and symbolically charged views
of English, creating a contested ‘poetics of space’ within the classroom and beyond. The article questions the impact that
English-only classrooms may have on student identity in contexts where English is not the official or dominant language. 相似文献
6.
Daphne Pan Gary S. H. Tan Kiruthika Ragupathi Krishna Booluck Rita Roop Yuen K. Ip 《Research in higher education》2009,50(1):73-100
Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative
purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information.
Qualitative comments can provide a better understanding but they tend not to be user-friendly from lack of structure and connectedness.
This study attempts to devise a method for ‘quantifying’ students’ comments to increase their usefulness in complementing/confirming
ratings. The quantified results enable the profile construction of what students regard as an effective/ineffective teacher,
and enable identification of strengths and weaknesses. Our findings counter some commonly held assumptions, including those
which held that high ratings are dependent on small class size and ‘dumbing down’ of courses and the consequent expectation
of high grades. The findings also indicate that students value teaching quality more than teacher characteristics, suggesting
their ability to make valid judgments about teaching effectiveness.
相似文献
Daphne PanEmail: |
7.
8.
Laura Black Julian Williams Paul Hernandez-Martinez Pauline Davis Maria Pampaka Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers)
relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding
of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence
of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus,
her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops
a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for
study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding
of leading activity and leading identity offers new insights into students’ identity development. 相似文献
9.
Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data 总被引:1,自引:0,他引:1
Oliver Lüdtke Ulrich Trautwein Mareike Kunter Jürgen Baumert 《Learning Environments Research》2006,9(3):215-230
In educational research, characteristics of the learning environment are generally assessed by asking students to evaluate
features of their lessons. The student ratings produced by this simple and efficient research strategy can be analysed from
two different perspectives. At the individual level, they represent the individual student’s perception of the learning environment. Scores aggregated to the classroom level reflect perceptions of the shared learning environment, corrected for individual idiosyncrasies. This second approach is
often pursued in studies on teaching quality and effectiveness, where student-level ratings are aggregated to the class level
to obtain general information about the learning environment. Although this strategy is widely applied in educational research,
neither the reliability of aggregated student ratings nor the within-group agreement between the students in a class has been subject to much investigation. The present study introduces and discusses different
procedures that have been proposed in the field of organisational psychology to assess the reliability and agreement of students’
ratings of their instruction. The application of the proposed indexes is demonstrated by a reanalysis of student ratings of
mathematics instruction obtained in the Third International Mathematics and Science Study (N = 2,064 students in 100 classes).
相似文献
Jürgen BaumertEmail: |
10.
Sara Tolbert 《Cultural Studies of Science Education》2011,6(1):251-263
In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both
the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several
themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access
to the dominant Discourses in science and literacy, (2) builds on students’ lived experiences, and (3) connects new material
to socially and culturally relevant contexts in both science and literacy instruction—all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research
that ‘ascends to the concrete’. I also discuss where we could build on the work of the authors to integrate literacy and science
instruction with the purpose of ‘humanizing and democratizing’ science education in K-12 classrooms. 相似文献
11.
Many personnel committees at colleges and universities in the USA use student evaluation of faculty instruction to make decisions regarding tenure, promotion, merit pay or faculty professional development. This study examines the construct validity and internal consistency reliability of the student evaluation of instruction (SEI) used at a large mid‐western university in the USA for both administrative and instructional purposes. The sample consisted of 73,500 completed SEIs for undergraduate students who self‐reported as freshman, sophomore, junior or senior. Confirmatory factor analysis via structural equation modelling was used to explore the construct validity of the SEI instrument. The internal consistency of students' ratings was reported to provide reliability evidence. The results of this study showed that the model fits the data for the sample. The significance of this study as well as areas for further research are discussed. 相似文献
12.
Student evaluation: The faculty responds 总被引:2,自引:0,他引:2
Results are presented of a survey of faculty members concerning their observations and opinions about the effects of student evaluation of instruction in a university where this practice had been a mandatory requirement for personnel evaluation purposes for several years. The respondents reported a definite reduction in morale and job satisfaction, changes in various instructional practices—mainly reduced course work demands on students and the occurrence of counterproductive actions as a result of this policy. Only limited expectations of improved ratings were indicated. There was also a clear division of opinion about the use of SEI ratings for personnel decisions that corresponded mainly with judgments about the validity of the ratings students provide. 相似文献
13.
Daniel F. Styer 《Resonance》2011,16(9):849-853
In 1965, Richard Feynman and his former graduate student Albert Hibbs published a textbook on Quantum Mechanics and Path Integrals. This text — based on Feynman’s teaching of graduate-level quantum mechanics courses at CalTech — is full of remarkable insight
and excruciating errors. The errors have been corrected through an emended edition. This article investigates the source of
those errors. 相似文献
14.
In this work an attempt is made to explore the possible value of using Thought Experiments (TEs) in teaching physics to upper
secondary education students. Specifically, a qualitative research project is designed to investigate the extent to which
the Thought Experiment (TE) called ‘Heisenberg’s Microscope’, as it has been transformed by Gamow for the public in his book
Mr. Tompkins in Paperback, can function as a tool in the teaching of the ‘uncertainty principle’. The sample in the research consisted of 40 Greek
students, in 11 groups of 3–4 students each. The findings of this study reveal that the use of this TE has positive results
in teaching the uncertainty principle. Students, based on the TE, were able (i) to derive a formula of the uncertainty principle,
(ii) to explain that the uncertainty principle is a general principle in nature and it is not a result of incompleteness of
the experimental devices and (iii) to argue that it is impossible to determine the trajectory of a particle as a mathematical
line. 相似文献
15.
Petros Lameras Philippa Levy Iraklis Paraskakis Sheila Webber 《Instructional Science》2012,40(1):141-157
This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning
environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers’
conceptions and approaches from ‘teacher-focused and content-oriented’, through ‘student-focused and content-oriented’, to
‘student-focused and process-oriented’. Using VLEs was described as a means of supporting: A—information transfer; B—application
and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative
knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances
underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features.
The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need
for further discipline-focused research on blended teaching. 相似文献
16.
Research has demonstrated that student evaluations of instruction are influenced by variables extraneous to the instructional procedures being evaluated. One of the most important of these is the student's motivation to take the course. The Instructional Development and Effectiveness Assessment (IDEA) system controls this variable by comparing a course evaluation to a norm group of courses having students with similar motivation. The present study examined the possibility that the IDEA procedure of having students rate their precourse motivation at theend of a course might be unacceptable, because the rating would be influenced by experiences within the course itself. The data indicated that postcourse ratings of precourse motivation do deviate somewhat from actual precourse ratings, but the deviation is not of an order of magnitude which would seriously distort the interpretation of the ratings. 相似文献
17.
Demetris P. Portides 《Science & Education》2007,16(7-8):699-724
The notions of ‘idealisation’ and ‘approximation’ are strongly linked to the question of ‘how our theories represent the phenomena
in their scope’. Although there is no consensus amongst Philosophers on the nature of the process of idealisation and how
it affects theoretical representation, at the level of science education much can be gained from the insights of existing
philosophical analyses. Traditionally, teaching methodologies treat the observed divergence between theoretical predictions
and experimental data by appealing to the more common-sensical notion of ‘approximation’. The use of the latter notion, however,
to explicate discrepancies between theory and experiment obscures the theory/experiment relation. It does so, I argue, because
from the viewpoint of scientific modelling ‘approximation’ either depends upon or piggybacks on ‘idealisation’. 相似文献
18.
Mark A. Seals 《Cultural Studies of Science Education》2010,5(1):251-255
In David Long’s article, Scientists at Play in a Field of the Lord, he studies the discourse between a network of regional scientists, atheists, activists and evolutionists at the opening
of The Creation Museum on Memorial Day, 2007. This review essay examines the teaching of evolution through the teacher’s ‘lens
of empathy’ and also considers a ‘pupil centeredness’ approach. As a practicing science educator, I have found it paramount
to take into consideration my students’ backgrounds and their families’ beliefs in order to understand their preconceived
notions about the origins of life. By teaching evolution as ‘a theory with both facts and fallacies’ only then does it become
an opportunity for critical thinking that fosters growth and risk taking in a safe environment. Most times students hear evolution
preached as a one-sided lecture by teachers who believe it’s “my way or the highway” and leave little or no room for dialogue.
I believe that a teacher’s job is to stay updated with current research on the theory of evolution and then present all the
information to students in a way that creates personal opportunities for them to adjust their existing schema without demeaning
them, their ideas, or their faith or belief system. This not only shows value, compassion and tolerance for them as thinking
humans, but also allows them opportunities to develop critical thinking, which helps to shape whom they become as adults. 相似文献
19.
An Instrument for Assessing Students' Mental State and the Learning Environment in Science Education
The purpose of this research was to develop and validate a new instrument, the Mental State in Learning Environment Questionnaire (MSLEQ), to assess student's mental state in a given learning environment. The MSLEQ has high internal consistency reliability
values between 0.70–0.92 as well as good construct validity and predictive validity. After conducting a factor analysis, four
main factors were extracted and were described as ‘emotion’, ‘intention’, ‘internal mental representation’ and ‘external mental
representation’. The important feature of this study is the construction of an economical questionnaire on the mental state
in a given learning environment. The questionnaire yielded important information that can be concretely applied to science
teaching and learning. 相似文献
20.
Selahattin G?nen 《Journal of Science Education and Technology》2008,17(1):70-81
The aims of this study were considered under three headings. The first was to elicit misconception that science and physics
student teachers (pre-service teachers) had about the terms, ‘‘inertial mass’’, ‘‘gravitational mass’’, ‘‘gravity’’, ‘‘gravitational
force’’ and “weight”. The second was to understand how prior learning affected their misconceptions, and whether teachers’
misconceptions affected their students’ learning. The third was to determine the differences between science and physics student
teachers’ understanding levels related to mass and gravity, and between their logical thinking ability levels and their attitudes
toward physics lessons. A total of 267 science and physics student teachers participated in the study. Data collection instruments
included the physics concept test, the logical thinking ability test and physics attitude scale. All instruments were administered
to the participants at the end of the 3rd semester of their university years. The physics test consisting of paper and pencil
test involving 16 questions was designed, but only four questions were related to mass and gravity; the second test consisted
of 10 questions with two stages. The third test however, consisted of 15 likert type items. As a result of the analysis undertaken,
it was found that student teachers had serious misconceptions about inertia, gravity, gravitational acceleration, gravitational
force and weight concepts. The results also revealed that student teachers generally had positive attitudes toward physics
lessons, and their logical thinking level was fairly good. 相似文献