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Article
Publication date: 18 September 2009

Jane Lu Hsu and Hsin‐Yi Chiu

The purpose of this paper is to examine evaluations of teaching from viewpoints of lecturers and students to reveal perceived differences in teaching performance.

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Abstract

Purpose

The purpose of this paper is to examine evaluations of teaching from viewpoints of lecturers and students to reveal perceived differences in teaching performance.

Design/methodology/approach

A survey is administered to lecturers and students in a large‐scale university in Taiwan. Valid samples include ten lecturers and 250 students. Upon obtaining consensuses from lecturers, 25 students in each course are randomly selected to fill out questionnaires. Lecturers are requested to fill out questionnaires designed for instructors only. Factor, cluster, and multivariate analyses of variance are applied in analyzing the survey data. Five dimensions of evaluations of teaching are extracted from students' viewpoints, including content of materials, learning condition, interaction, attitudes, and responsiveness. These five factors are used in the clustering procedure to segment courses into superior‐ and inferior‐quality.

Findings

Results indicate surveyed students in the clusters of superior‐ and inferior‐quality courses have statistical differences in seriousness of evaluations of teaching performance and how they believe the suggestions will be taken into consideration in modifications of teaching styles. However, lecturers of superior‐ and inferior‐quality courses are not statistically different in their viewpoints in how they value evaluations of teaching performance.

Research limitations/implications

Survey data in this paper are obtained from a single university. Students are able to distinguish courses of different quality in various dimensions, but lecturers seem to believe that they have done well in teaching and will not know differences in teaching performance perceived by students as of superior‐or inferior‐quality.

Practical implications

For efficient utilization of student evaluations of teaching in educational institutions, gaps in perceived differences in teaching performance from lecturers and students need to be identified and filled.

Originality/value

End‐of‐term student evaluations of teaching are used in educational institutions for assessing how well instructors do in helping students to learn theoretical and practical aspects of knowledge. Findings in this paper can be used to form a baseline for educational institutions to improve applicability of student evaluations of teaching.

Details

International Journal of Educational Management, vol. 23 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 October 2003

Donald Ace Morgan, John Sneed and Laurie Swinney

This article examines the perceptions of both administrators and faculty relating to the validity of student evaluations and the existence of possible biasing factors. The results…

863

Abstract

This article examines the perceptions of both administrators and faculty relating to the validity of student evaluations and the existence of possible biasing factors. The results indicate that administrators believe student evaluations measure teaching effectiveness to a greater degree than faculty, while faculty members believe their personality is the primary determinant of ratings on student evaluations. Faculty also believe that the type of course, the work load of a course, and the grade distribution of a course have a larger impact on student evaluations when compared with administrators’ beliefs.

Details

Management Research News, vol. 26 no. 7
Type: Research Article
ISSN: 0140-9174

Keywords

Article
Publication date: 2 September 2013

M.S. Rao

The purpose of this paper is to explore Meka's method – an innovative teaching and training tool to teach and train students and trainees effectively to achieve desired teaching

1168

Abstract

Purpose

The purpose of this paper is to explore Meka's method – an innovative teaching and training tool to teach and train students and trainees effectively to achieve desired teaching and training takeaways.

Design/methodology/approach

The methodology is gleaned from the author's 31 years of practical experience in industry, teaching, training, research and consultancy. It places emphasis on the need to take feedback from students through their body language and mould their teaching style accordingly during the teaching session to create a compatibility and chemistry with the students. It explains humor quotient and elaborates Just a minute (JAM) session. It enlightens 80:20 teaching based on Pareto's Principle.

Findings

The paper unveils tools to inspire students and unfolds teaching techniques. It implores teachers to unlearn, relearn and learn to remain relevant and competent in the current context.

Research limitations/implications

Qualitative/action research inevitably needs to be backed up by more formal research into the topic. This paper offers an agenda for action and further qualitative/quantitative research in teaching and training methodologies.

Practical implications

The tool can be applied in teaching and training sessions. It enables improvement of training and teaching pedagogy. It is transferable wholly or partially to educational institutions and organizations.

Social implications

This innovative teaching and training tool is essential for teachers and trainers to bring out the behavioral changes among the audiences and impact the society as a whole.

Originality/value

The article offers a unique concept to add value to teaching and training so as to benefit students and participants with the help of a diagram.

Details

Industrial and Commercial Training, vol. 45 no. 6
Type: Research Article
ISSN: 0019-7858

Keywords

Open Access
Article
Publication date: 26 February 2024

Kelly C. Margot, Melissa Pierczynski and Kelly Lormand

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community…

Abstract

Purpose

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

Design/methodology/approach

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

Findings

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Research limitations/implications

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

Practical implications

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

Originality/value

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Book part
Publication date: 25 April 2017

Michelle Novelli and Vicki Ross

In this chapter, we explore two intersecting plotlines of teacher knowledge and content knowledge through an experience in which we engaged our teacher candidates during our…

Abstract

In this chapter, we explore two intersecting plotlines of teacher knowledge and content knowledge through an experience in which we engaged our teacher candidates during our mathematics methods course. Teacher candidates were tasked with the challenge of creating hands-on, interactive activities for small groups of fifth-grade students based on a selected Common Core State Standard for Mathematics (CCSS-M) related to the area of fractions. Responsible for both planning and preparing their activities, the teacher candidates were the curriculum designers. What we designed as the practice teaching activity involved a morning of planning and implementing a fraction activity with small groups of fifth-graders in short sessions, making adjustments, prompting and cueing students, extending learning, managing behaviors and distractibility – experiencing the early challenges and rewards of their first experiences in teaching – gaining practice and feedback. Forming the core of this chapter is a narrative construction of Michelle’s personal experience working with teacher candidates and fifth-grade students in practice teaching spaces for the first time, discovering moments along with our students, when they bridged the expansive gap from living as education students to feeling like beginning teachers. Teacher candidates’ responses to the experience and reflections on their challenges and successes are shared.

Book part
Publication date: 26 October 2015

Karen Hammerness and Kirsti Klette

In the United States, policy discussions of teacher education in relationship to teacher quality have tended to focus more closely around debates about the nature of teacher…

Abstract

In the United States, policy discussions of teacher education in relationship to teacher quality have tended to focus more closely around debates about the nature of teacher preparation and the need for quality teachers to possess advanced degrees or certification. The field is in need of an array of indicators – a set of powerful, well-researched indicators that can be applied to large public universities as well as small regional private colleges, from university-based programs to “alternative” programs and to more “hybrid” programs. These indicators need to be relevant for teacher certification across a variety of age-ranges and developmental stages. In this chapter, we build on a growing conversation about practice in teacher education and efforts on the part of researchers to identify key features of powerful teacher education. We propose that quality teacher education is designed around a clear and shared vision of good teaching; it is coherent in that it links theory with practice and offers opportunities to learn that are aligned with the vision of good teaching; and it offers opportunities to enact teaching. While these features are supported for the most part by growing consensus in the literature (National Research Council, 2010; NCATE, 2010), there is also an emerging empirical base that provides support for the value of these features as well.

Details

Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

Keywords

Book part
Publication date: 21 November 2015

Eeva Kaisa Hyry-Beihammer and Tina Hascher

This chapter focuses on teaching practices used in multigrade classes and the importance of them being incorporated in teacher education as promising pedagogies for future use…

Abstract

This chapter focuses on teaching practices used in multigrade classes and the importance of them being incorporated in teacher education as promising pedagogies for future use. Multigrade classes – defined as classes in which two or more grades are taught together – are common worldwide. Hence, there is a need for teacher candidates to become familiar with how to teach in split grade classrooms. However, research on multigrade teaching as well as its development in teacher education studies has been neglected, even though multigrade teachers need special skills to organize instruction in their heterogeneous classrooms. We argue that in successful multigrade teaching practices, the heterogeneity of students is taken into account and cultivated. Based on content analysis of teacher interviews conducted in Austrian and Finnish primary schools, we recommend teaching practices such as spiral curricula, working plans, and peer learning as promising teacher education pedagogies for future multigrade class teaching. We also suggest that the professional skills required in high-quality teaching practices in multigrade teaching should be further studied by researchers and educators.

Details

International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

Keywords

Book part
Publication date: 12 April 2021

Paige K. Evans, Donna W. Stokes and Cheryl J. Craig

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes…

Abstract

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes inquiry-based learning that will cultivate conceptual development of science concepts with their students. Furthermore, it is imperative to use student-focused activities in high-needs schools to engage all students, particularly students of color, in the learning process. As a result, faculty from the teachHOUSTON Program and the Department of Physics at the University of Houston produced a Physics by Inquiry course to engage middle school and high school preservice teachers in interactive, inquiry-based teaching pedagogies for physics. This chapter provides an overview of the course. It also highlights the benefits of including such a course in a STEM teacher education program.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

Keywords

Book part
Publication date: 18 September 2014

Tatyana Kleyn and Jan Valle

In an effort to better prepare pre-service candidates to work with all students and to respond to the current collaborative team teaching trend within New York City public…

Abstract

In an effort to better prepare pre-service candidates to work with all students and to respond to the current collaborative team teaching trend within New York City public schools, the authors who are professors of bilingual education and inclusive education/disability studies, respectively, combined their student teaching seminars in bilingual education and childhood education, in order to: (1) provide a model of co-teaching as well as an experience and perspective of being a student in a classroom with two teachers; (2) provide pre-service candidates with ongoing access to the expertise of two professors during their student teaching experience; (3) engage pre-service teachers in critical conversations about identifying and resisting deficit constructions of both emergent bilingual students and students with disabilities; (4) engage in a self-study of teaching practice within this collaborative context; (5) consider how well our respective programs currently prepare pre-service teachers. The Self-Study of Teacher Education Practices approach gleaned data from the co-instructors’ weekly reflective journals and student evaluations to reveal multiple benefits of a collaborative classroom context for pre-service teachers as well as the professors. These benefits included a rethinking of academic structures, spaces for interconnectedness across fields, and increased professor and student learning. The findings challenge teacher educators to consider whether or not a traditional approach to teacher preparation truly offers pre-service teachers the tools to serve diverse students. The authors call on schools of education to transgress traditional academic boundaries to adequately prepare pre-service teachers for the 21st century classroom.

Details

Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals
Type: Book
ISBN: 978-1-78441-265-4

Keywords

Book part
Publication date: 2 August 2018

Vy Dao, Scott Farver and Davena Jackson

With the increasingly cultural and linguistic diversity in education, teaching multicultural education for pre-service teachers becomes an important part of teacher education. In…

Abstract

With the increasingly cultural and linguistic diversity in education, teaching multicultural education for pre-service teachers becomes an important part of teacher education. In this collaborative self-study study, we examine how we construct our identities and how social interactions of multicultural education classrooms shape our identities. Our study draws on Lave and Wenger’s (1991) “identity as learners” concept, Akkerman and Bakker’s (2011) “boundary crossing learning” theory, Harré & Lagenhove’s (1999) positioning theory, and positionality concept. We found three themes that describe our identities and they reflect our embodiment of our positionality, our positions, our challenge confrontation, and our teaching improvement. We argue for the need of tracing the professional trajectories of multicultural education novice teacher educators and the important roles that our positionality plays in our identity formation. Our study has implications for professional support for multicultural education novice teacher educators and offers suggestions for further self-study research about multicultural education novice teacher educator identity formation.

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