The use of student evaluation of teaching (SET) to evaluate and improve teaching is widespread amongst institutions of higher
education. Many authors have searched for a conclusive understanding about the influence of student, course, and teacher characteristics
on SET. One hotly debated discussion concerns the interpretation of the positive and statistically significant relationship
that has been found between course grades and SET scores. In addition to reviewing the literature, the main purpose of the
present study is to examine the influence of course grades and other characteristics of students, courses, and teachers on
SET. Data from 1244 evaluations were collected using the SET-37 instrument and analyzed by means of cross-classified multilevel
models. The results show positive significant relationships between course grades, class attendance, the examination period
in which students receive their highest course grades, and the SET score. These relationships, however, are subject to different
interpretations. Future research should focus on providing a definitive and empirically supported interpretation for these
relationships. In the absence of such an interpretation, it will remain unclear whether these relationships offer proof of
the validity of SET or whether they are a biasing factor. 相似文献
Eastern Asia Minor underwent profound changes in the thirteenth to fourteenth centuries. The period in question is marked by the decline of the Greek Orthodox Church in Anatolia. Why did the Greek population, prosperous in the thirteenth century, dwindle in the next century? The answer may lie in the general development of Eastern Anatolia at that time: the wealthy provinces of the Sultanate of Rūm and the state of Ayyubids became an arena of constant struggle between powerful warlords, which led to depopulation of many cities. Neither Islamisation nor the process of Turkisation seem to have been a decisive factor of the decline of the Greek settlements in Eastern Asia Minor. 相似文献
The use of student evaluations of teaching performance has been an important but controversial tool in the improvement of teaching quality during the past few decades. Although student evaluations of teaching are implemented in many faculties, not everyone is convinced of the desirability and utility of these ratings. In this paper, we present the results of a study with regard to the existence of a higher‐order factor that might influence students' perceptions of teaching and, thus, explain the variance in teacher rating scales. A second question concerns the effect of students' grades on teacher ratings and of other factors influencing this relationship (for instance, students' overall grades). 相似文献
This article draws on a case study of 15 boys aged between 13 and 14 years who attend an urban ethno-centric community school located in Melbourne, Australia. The study investigated how the boys' constructions of masculinity were mediated by a strong connectedness to their Greek cultural traditions and ideals. Data generated from focus group discussions provided insights into the complex ways in which the boys individually and collectively constructed their understandings of what it means to be a man. For most boys, maleness constituted cultural traditions and behaviours that must be learnt: a code of conduct which a boy acquires from his elders that is talked into existence and transmitted through a hegemonic discourse. Yet the findings also revealed the agency boys can exercise and the fluidity of their configurations: contradictions and inconsistencies being an inherent part of the recursive process of their gendered identity formation. 相似文献
This study relates trust at the level of both the teacher and the faculty to teachers' job satisfaction. Teaching experience is explored as a moderator of the trust–satisfaction relationship. Multilevel analyses on data of 2091 teachers across 80 secondary schools in Flanders (Belgium) revealed positive associations between teacher trust in students, parents, colleagues, and the principal and satisfaction. Although faculty trust did not affect job satisfaction and teaching experience did not moderate the trust–satisfaction relationship, our findings highlight the social dimension of teaching. Improving the quality of teachers' social relationships in the workplace should enhance their job satisfaction. 相似文献
A method aimed at the development of an America’s Cup racing yacht bulb is developed and validated against experimental data.
The method relies heavily on Reynolds Averaged Navier Stokes computational fluid dynamics (CFD) and also factors in gravitational
and aerodynamics effects through the use of a Velocity Prediction Program. Initial extensive use of towing tank results is
made to be able to validate the CFD solution and thus develop a solid ground for predictive work. Then, in order to narrow
down the focus on bulb developments, decoupled hypotheses are made on the influence of the hull and free surface wave. The
development of a detailed performance analysis chart of a known base bulb allows the use of a relatively small series of CFD
simulations together with physical hypotheses to assess any given bulb performance relative to the known base. The discussion
of the results on a specific development highlights the promises and limitations of the method; final full scale results are
discussed and analysed as well. 相似文献
The present paper studies the titles of the Byzantine emperors used by the Mamlūk chancery. The surviving Mamlūk chancery textbooks of the fourteenth century provide us with new, rich data on the modes of address customarily employed by the Mamlūk sultans in writing to the Byzantine emperors. What determined the choice of a particular title? Were these titles translated into Arabic from the Byzantine originals or were these formulas the inventions of the Mamlūk secretaries? Was the attitude demonstrated by the Mamlūks towards the Byzantine emperor an innovation in chancery practice, or was it a part of a traditional view, shared by other great powers, the īlkhāns, of the role of the emperor as head of Christendom?
The investigation of the Mamlūk formula of the address of the Byzantine emperor clearly demonstrates that almost all the titles of the emperor were composed by the Mamlūk secretaries. The titles help us restore the traditional perception of the Byzantium in the Muslim countries in the fourteenth century. Despite the decline of Byzantium, the emperor was still considered as head of Christendom, the successor of Alexander the Great of Macedonia and the chief protector of the Christian faith. Such perception was demonstrated not only by the Mamlūk, but also the īlkhānid chancery. However, the Mamlūks brought about an innovation: they recognised the concept of the so‐called Byzantine Commonwealth, an association of the Orthodox states with the Byzantine emperor as its head. It seems that the Orthodox Church that participated in the relations between Byzantium and the Muslim East, was a channel of communication which brought the idea of the Commonwealth into Mamlūk diplomatic practice. 相似文献
How much students feel at home in school predicts academic outcomes. In view of the gender achievement gap, it is worth examining the gendered pattern of this school belonging. Studies on school belonging, however, have barely acknowledged possible obstructive effects of traditional gender role attitudes of individual students and student cultures. This study examines the relationship between gender role attitudes and a sense of school belonging among a sample of 6380 students from 59 Flemish schools at the start of their secondary education. The results of multilevel analyses indicate that boys show less sense of school belonging than girls, as do students with more traditional beliefs about gender roles. Moreover, student attitudes related to gender roles are strongly shared at the school level, so that we can speak of a gender role student culture. Students enrolled in more traditional gender role student cultures reveal less school belonging. 相似文献
Structural equation modelling is used to measure the existence of a response style (in particular, acquiescence) behind three balanced Likert scales measuring different concepts in a questionnaire for student evaluation of teaching in higher education. Exploration with one sample (n = 1125) and confirmation in a second sample (n = 710) from a different population (different students, different courses) shows the existence of a common factor behind these scales. However, the weak correlation with the variable ‘sum of agreements’ does not support the idea of acquiescence in student evaluation of teaching. Instead, the common factor could be interpreted as a halo factor influencing different scales in the questionnaire. The implications of this exploratory study for future research on acquiescence in student evaluations of teaching are discussed. 相似文献