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Teachers' Evaluations (teacher + evaluation)
Selected AbstractsInvestigating the use of sampling for maximising the efficiency of student-generated faculty teaching evaluationsMEDICAL EDUCATION, Issue 2 2005Clarence D Kreiter Purpose, Surveys of medical students are widely used to evaluate course content and faculty teaching within the medical school. Gathering information that accurately reflects student perceptions requires that students buy into the evaluation process and be willing to provide thoughtful responses to the teaching evaluation. To maintain student commitment, it is important that medical students are not overburdened with poorly planned evaluations. Sampling might decrease the number of evaluations required of students and might also reduce the proportion of non-responses and other forms of inattentive response biases. Methods, A sampling technique employed within a large medical lecture is described and evaluated. A generalisability study of the teacher evaluations is conducted. Results, A high response rate and high levels of reliability were obtained by sampling a small proportion of the total class. The largest source of error was related to rater and utilising sufficient numbers of student-raters is critical to achieving reliable results. Conclusion, Sampling can reduce evaluation demands placed on students, and preserve reliability and increase the validity of mean evaluation scores. With computer presentation, efficient sampling techniques become practical and should be part of software packages used to present teacher evaluations. [source] Resistant readers 8 months later: energizing the student's learning milieu by targeted counsellingDYSLEXIA, Issue 2 2006Anne Brit Andreassen Abstract Several studies have reported that an alarming large subgroup of poor readers seems to be treatment resistant. This group obviously needs attention beyond standard special education instructions. In Norway, the National Centre for Reading Education and Research has been assigned the task of assisting the school psychological services nationwide in severe cases of reading disabilities. The aim of the present study of a clinical sample of students with severe dyslexia, due to phonological deficits, was to evaluate effects of counselling 8 months after a 2-day assessment at the centre. Sixty-five students, with a mean age of 12.3 years, participated. A thorough assessment of each student's strengths and problems was conducted at the centre. Additional information was obtained from the school psychological services, the teachers, and the parents. Diagnostic reports and proposals for remediation were forwarded to the school psychological services. Students', parents', and teachers' evaluation of the students' reading abilities 8 months after the assessment was retrieved for 75% of cases. Of these, 80% reported clear progress in the students' reading abilities. The progress could not be related to age, cognitive level, place of residence, or previous special education received, but instead to improved motivation. Copyright © 2006 John Wiley & Sons, Ltd. [source] Group-based evaluations for pupil-on-teacher violence: The impact of teacher intervention strategyJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 5 2010Claire Lawrence Abstract Although extreme violence to teachers is rare, the fact remains that in the UK, 29% of teachers report having been physically assaulted by a pupil (ATL, 2008a). The ways in which responsibility for such assaults are attributed can have legal, educational and managerial implications. In the current study, teachers (N,=,66), pupils (N,=,68) and parents (N,=,64) from a large secondary school in the UK read an incident report form outlining an incident depicting a pupil physically assaulting a teacher. The incident report was manipulated such that, prior to being assaulted, the teacher had either separated the assailant pupil from another pupil using a physical or non-physical intervention. Results revealed that participating parents' and teachers' evaluations of the assailant's parents and the teacher differed from those of pupils in several ways. The results are discussed in terms of group-based responsibility for deviant behaviour and implications for teacher behaviour in response to pupil on teacher violence. Copyright © 2010 John Wiley & Sons, Ltd. [source] Children's self-regulated learning profile in language and mathematics: The role of task value beliefsPSYCHOLOGY IN THE SCHOOLS, Issue 8 2010Panayiota Metallidou This study explored the self-regulated learning (SRL) profile of upper elementary (fifth and sixth grade) school children who were differentiated in their task value beliefs (low and high) in language and mathematics. Students' SRL profile involved their teachers' ratings of achievement outcomes and SRL behaviors. The subscale of task value beliefs from the Motivational Self-Regulated Learning Questionnaire (MSLQ) was administered to the children, and their teachers completed a battery of scales and measurements concerning students' achievement and SRL behaviors. The results confirm previous evidence indicating that SRL involves high levels of motivation, metacognition, and strategic action. Furthermore, the results support the domain-specific character of task value beliefs. Differences in teachers' evaluations about the achievement outcomes and SRL behaviors regarding the two groups of students (low and high in task value beliefs) were found significant mostly in the domain of mathematics. Students with high value beliefs in mathematics were described as more cognitively, metacognitively, and motivationally competent learners as compared to students with lower value beliefs. The results suggest that future intervention studies should focus on strengthening task value beliefs in "threatening" school subjects, such as mathematics, from the elementary school years. © 2010 Wiley Periodicals, Inc. [source] Typology and psychological effects of adolescents' interpersonal relationships in TaiwanASIAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 2 2009Yuh-Huey Jou The present research explored Taiwanese adolescent students' interpersonal relationships and examined whether teachers' evaluations of these students' health and academic performances varied with the students' interpersonal relationship patterns. Data (n = 2310) were based on a panel study conducted by the Taiwan Youth Project in 2001 (eighth grade) and 2002 (ninth grade). Latent class models and hierarchical linear models were used to analyse the data. Adolescent students' interpersonal relationships were categorized as Multiple Contacts, Parents- and Peers-Close, Peers-Close, and Few Contacts. The research results showed that not only adolescents' self-reports of self-esteem and depressed mood but also teachers' evaluations of adolescents' health and academic performances varied with adolescents' interpersonal relationship patterns. An influence of teachers' character and work environment on their evaluations of students was found. Teachers who had more years of teaching and higher job satisfaction rated their students as having better health, and teachers who felt greater respect from their students reported that their students had better academic performance. The connection between adolescents' psychological well-being and the roles of parents, peers and teachers is also discussed. [source] | ||||||||||