Measurement of teacher performance: A study in instrument development

The procedures used to produce a research-based teaching evaluation system, containing low-inference indicators of effective and ineffective teacher behavior, included instrument development, content validation, and field testing. An extensive reliability study produced estimates for three types of consistency: intercoder agreement (r = 0.85), stability across teaching situations r = 0.86, and discriminant reliability among teachers (r = 0.79). The norming component of the study conducted in 45 schools, generated over 1200 observations of current teacher practice at all grade levels and in various subject areas. The results indicated the substantially generic nature of these behaviors; only grade level and instructional method (interactive, lecture, and independent seatwork) produced meaningful differences among groups of teachers. In addition, the average teacher used most of the effective behaviors (70%), and a few of the ineffective behaviors (8%) during observation. These results support the instrument's value in teacher training, remediation, and evaluation.     

Narrating Your Work: an approach to supporting knowledge sharing in virtual teams

We propose an approach to enhancing knowledge sharing and connectedness in distributed teams. Termed ‘Narrating Your Work’ (NYW), the approach involves members of distributed team using a microblogging tool to post regular updates about their current work, accomplishments, and issues. The NYW approach was evaluated within a geographically and temporally distributed team at Shell International for a period of one month, using a mixed-method research design. Methodology comprised of a quantitative survey, followed by semi-structured interviews and analysis of microblogging updates posted during the month in which the approach was being trialled. The evaluation results suggest that NYW was viewed as a valid and practical approach to enhancing knowledge sharing and connectedness. A range of barriers and enablers that could impact the future application and embedding of the approach are identified and recommendations for implementation are outlined.     

Promoting doctoral students' research self-efficacy: combining academic guidance with autonomy support

A diverse sample of doctoral students completed an on-line questionnaire assessing their supervisors' academic, personal and autonomy support and their research self-efficacy. The more task-related help and personal support students received, the more positively they evaluated their supervision. The degree to which supervisors encouraged students to think and act autonomously (autonomy support) was not uniquely associated with students' supervision satisfaction but predicted greater research self-efficacy. A combination of high levels of autonomy and academic support was associated with the highest levels of research self-efficacy, whereas when greater levels of personal support were accompanied by low levels of autonomy support, students reported lower research self-efficacy. These results indicate that effective doctoral supervision involves supporting students to voice and act on their own ideas while simultaneously providing guidance on how to complete research tasks.     

Is there an ethics of algorithms?

We argue that some algorithms are value-laden, and that two or more persons who accept different value-judgments may have a rational reason to design such algorithms differently. We exemplify our claim by discussing a set of algorithms used in medical image analysis: In these algorithms it is often necessary to set certain thresholds for whether e.g. a cell should count as diseased or not, and the chosen threshold will partly depend on the software designer’s preference between avoiding false positives and false negatives. This preference ultimately depends on a number of value-judgments. In the last section of the paper we discuss some general principles for dealing with ethical issues in algorithm-design.     

Is Peer Interaction Necessary for Optimal Active Learning?

Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.     

Use of Standardized Tests in Teacher Evaluation for Career Ladder Systems

In most current teacher evaluation systems, tests are typically used for all teachers or for none. Peterson describes how three Utah school districts employed tests, specifically National Teachers Examinations, as one line of optional evidence for use along with a selection of other evidence in the promotion of eligible teachers. The author indicates that the optional use of test scores both answers many objections to the testing of veteran teachers and allows the test results of teachers choosing to submit them to inform promotion decisions.     

Chasing the sun: a virtual reference service between SAHSLC (SA) and SWICE (UK)

AIM: In 2002, a discussion in the United Kingdom (UK) between South-west Information for Clinical Effectiveness (SWICE) librarians and a member of the South Australian Department of Human Services Libraries' Consortium (SAHSLC) raised the possibility of developing an after-hours virtual reference service between the two consortium groups. The aim of the service is to put medical practitioners in contact with a librarian when urgent help is required in finding clinical medical information after hours. METHODS: A trial project has begun and has been given the name 'Chasing the Sun'. The service will make use of time-zone differences between the UK and Australia, so that librarians at work in another country will be able to answer urgent patient-related queries that cannot wait until normal office hours. RESULTS: This paper looks at the development of 'Chasing the Sun' from initial concept, funding proposal and trial project stage to implementation. It includes details of the groundwork, software evaluation, trials, outcomes, cost and benefits, future directions and potential problems yet to be experienced or overcome. CONCLUSION: This service is the first of its kind between health libraries in the world and offers potential for future worldwide expansion.