The good professor as perceived by students :‫שאלתה‬
1.
Differentiating Psychology Students' Perceptions of Teachers Using the Teacher Behavior
Checklist (EJ882429)
Author(s): Keeley, Jared; Furr, R.
Michael; Buskist, William
Source:
Teaching of Psychology, v37 n1 p1620 2010
Pub Date:
2010-00-00
Pub Type(s):
Journal Articles; Reports Research
Peer-Reviewed: Yes
Descriptors:
Teacher Behavior; Student Attitudes; Psychometrics; Check Lists; Student Teacher Evaluation; Item
Analysis; Replication (Evaluation); Introductory Courses; Psychology; Likert Scales; Predictor
Variables; Discriminant Analysis
Abstract:
Keeley, Smith, and Buskist (2006) investigated the psychometric properties of the Teacher Behavior
Checklist (TBC), but did not provide evidence that the measure could differentiate among teachers. This
study required students at 2 schools to rate their best professor, worst professor, and most recent
professor on the TBC. We found highly similar results across these schools. Differences among teachers
accounted for more variability in TBC ratings than other possible sources. TBC ratings evidenced
significant differences across good versus bad teachers.
2.
The Effect of Business Faculty Attire on Student Perceptions of the Quality of Instruction
and Program Quality (EJ872213)
Author(s): Carr, David; Davies, Thomas; Lavin,
Angeline
Source:
College Student Journal, v43 n1 p4555 Mar 2009
Pub Date:
2009-03-00
Pub Type(s):
Journal Articles; Reports Research
Peer-Reviewed: Yes
Descriptors:
Student Attitudes; Educational Quality; College Faculty; Business Administration
Education; Clothing; Teacher Characteristics; Instructional Effectiveness; Teacher Evaluation; Measures
(Individuals); Course Evaluation; Student Evaluation of Teacher Performance
Abstract:
What professors do, how they behave, and how they look arguably can be as significant as, if not more
important than, the content discussed in the classroom. There is little disagreement that attire has
communicative power, and the topic has been the subject of research for years due to its cultural and
social significance. While the debate regarding effective instruction continues, it is apparent that the
professional appearance and attire of the professor has a positive impact on the students' perceptions of
a number of traits that are often considered in the evaluation of an academician. The results of this
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study suggest that this favorable attitude leaves students with a more positive perception of the
professor, course, program, and university.
3
Professional Titles in Higher Education: Do They Matter to Students? (EJ816844)
Author(s): Ellis, Vickie Shamp; Travis, Jon E.
Pub Date:
2007-12-00
Source:
Pub Type(s):
Journal Articles; Reports Research
College Student Journal, v41 n4
p1168-1182 Dec 2007
Peer-Reviewed: Yes
Descriptors:
Higher Education; Student Attitudes; Semantics; Semantic Differential; Teacher Student
Relationship; College Students; Academic Rank (Professional); College Faculty; Affective Objectives
Abstract:
How students relate to educators' titles or lack thereof is a component of the student-teacher
relationship virtually ignored in higher education research. The purpose of this study was to analyze the
role of titles in academic relationships, with special focus given to how students respond to forms of
address used by faculty in the higher education environment. By utilizing three dimensions of the
Semantic Differential Technique, this study assessed college and university students' perceptions of the
following: "Mr./Ms., Dean, Dr., Professor", and "last name only". Based on the findings of the study,
students do perceive educators' titles as significantly distinct. Forms of address generate connotations
that educators should consider as they initially introduce themselves to their students.
4.
College Hats or Lecture Trousers? Stage Fright and Performance Anxiety in University
Teachers (EJ815399)
Author(s): Scott, Susie
Pub Date:
2007-06-00
Source:
Pub Type(s):
Journal Articles; Reports Research
Ethnography and Education, v2 n2
p191-207 Jun 2007
Peer-Reviewed: Yes
Descriptors:
Teacher Student Relationship; Focus Groups; Anxiety; College Faculty; Fear; Interviews; Teacher
Attitudes; Coping; Teaching Experience
Abstract:
This article examines the experience of "stage fright" in teachers in higher education, drawing on the
dramaturgical perspective from sociology. Interviews were conducted with 10 "novice" and "expert"
lecturers, alongside focus groups with undergraduate students, to compare their perceptions and
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expectations. The students defined a good lecturer as one who communicated well and was friendly and
approachable; this was not related to nervousness. The two groups of lecturers reported different
strategies for coping with stage fright, which can be broadly categorised in Goffman's terms as "cynical"
(written scripts, backstage rehearsals, and dressing up) or "sincere" (acknowledging nervousness,
viewing students as team-mates, and reneging perfectionism). There was a general shift from cynical to
sincere performances as teachers gained experience, suggesting that while feelings of stage fright may
attenuate over time, we can also devise more effective ways of managing them.
5.
Students' Perceptions of Ethical Dilemmas Involving Professors: Examining the Impact of
the Professor's Gender (EJ711902)
Author(s): Oldenburg, Christopher M.
Pub Date:
2005-03-01
Source:
Pub Type(s):
Journal Articles; Reports Research
College Student Journal, v39 n1 p129
Mar 2005
Peer-Reviewed: Yes
Descriptors:
Undergraduate Students; Student Attitudes; Gender Differences; Teacher Behavior; Teacher Student
Relationship; Ethics; College Faculty
Abstract:
Three hundred sixteen undergraduate students from two liberal arts colleges rated the ethical nature of
six different fictional scenarios. Each scenario described interactions between a professor and student.
The gender of the fictional professor was varied randomly. Thus, for any particular scenario, a
participant may be rating the behavior of a male professor or a female professor. The gender of the
fictional student was also varied randomly in some scenarios. Results indicated that the gender of the
professor does appear to affect students' ethical ratings of some scenarios. The gender of the professor
also appears to interact with the gender of the rater in some cases, with women tending to rate a male
professor's behavior as more unethical than a female professor's behavior. In general, women tended to
rate the behavior of the professor as more unethical than did men, regardless of the professor's gender
6.
Can You Show You Are a Good Lecturer? (EJ775693)
Author(s): Wood, Leigh N.; Harding, Ansie
Pub Date:
2007-10-00
Source:
Pub Type(s):
Journal Articles; Reports Evaluative
International Journal of Mathematical
Education in Science and Technology,
v38 n7 p939-947 Oct 2007
Peer-Reviewed: Yes
Descriptors:
Teacher Competencies; Teacher Effectiveness; College Faculty; Teacher Evaluation; Mathematics
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Teachers; Mathematics Instruction; Teacher Promotion; Student Evaluation of Teacher
Performance; College Students; Student Attitudes; Peer Evaluation; Evaluation Methods; Foreign
Countries; Observation; Self Evaluation (Individuals); Performance Based Assessment
Abstract:
Measurement of the quality of teaching activities is becoming increasingly important since universities
are rewarding performance in terms of promotion, awards and bonuses and research is no longer the
only key performance indicator. Good teaching is not easy to identify and measure. This paper
specifically deals with the issue of good teaching in mathematics at tertiary level--what good teaching is
and how to measure it.
7.
Who Is the Ideal Teacher? Am I? Similarity and Difference in Perception of Students of
Education regarding the Qualities of a Good Teacher and of Their Own Qualities as
Teachers (EJ816304)
Author(s): Arnon, Sara; Reichel, Nirit
Pub Date:
2007-10-00
Source:
Pub Type(s):
Journal Articles; Reports Research
Teachers and Teaching: Theory and
Practice, v13 n5 p441-464 Oct 2007
Peer-Reviewed: Yes
Descriptors:
Student Attitudes; Teacher Effectiveness; Teacher Characteristics; Beginning Teachers; Student
Teachers; Comparative Analysis; Foreign Countries; Academic Degrees; Pedagogical Content
Knowledge; Teaching Methods; Teacher Role
Abstract:
This research examines two images of teachers as seen by students of education: the ideal teacher and
their own self-image as teachers. The research compares the students' perceptions of these two images
using two sub-groups of students of education: students at an academic teachers' college who will be
referred to as student teachers and beginning teachers, who, while teaching, are completing their
academic degrees at teachers' colleges or regional academic colleges. Data were collected from 89
students at the two colleges by means of a questionnaire that included open-ended questions which
were analyzed qualitatively. The findings of the research indicate that there are two major categories
that comprise perceptions of the ideal teacher: first, personal qualities; and second, knowledge of the
subject taught as well as didactic knowledge. Both groups of students similarly attributed great
importance to the personal qualities of the ideal teacher, but there is a difference in their perception of
the importance of knowledge: the beginning teachers attributed great importance to knowledge and
perceived it as a quality similar in importance to personal characteristics, while the student teachers,
who had not begun their teaching careers, attributed less importance to knowledge as a characteristic of
the ideal teacher. A quality which was less prominent when profiling the ideal teacher is general
education and wide perspectives. The teacher as a socializing agent, a person who promotes social
goals, was not mentioned at all. Students maintained that, during their studies, they had improved their
qualities as "empathetic and attentive" teachers, "knowledgeable in teaching methods", and in
"leadership". But they had hardly improved their knowledge of the subject they taught or their level of
general knowledge. The discussion of knowledge and the desirable personal qualities of a teacher is
relevant to the current debate regarding the relative merits of disciplinary education in contrast to
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pedagogical education in preparation for teaching as a profession. The clear preference for disciplinary
education by policy makers in Israel and elsewhere in the field of teacher education is contradictory to
the emphasis placed on the personal development of future teachers and their pedagogical education by
the students of education who participated in this research
8.
TI: Implications for evaluation from a study of students' perceptions of good and poor teaching
AU: David Kember and Anthony Wong
SO: Higher Education, Volume 40, Number 1, 69-97, 2000
Abstract
Many standard teaching evaluation questionnaires havebeen criticised as being based upon
didactic models ofteaching, and there are also concerns about extraneousfactors biasing
responses. These issues are examinedin the light of a study of students' perceptions ofgood and
poor teaching from interviews with 55 HongKong undergraduate university students. The
interviewtranscripts suggested that perceptions of teachingquality form as an interplay between
the student'sconceptions of learning and the beliefs about teachingof the lecturer. The students'
beliefs about learningcan be placed on a continuum between passive andactive learning. Their
perception of the instructors'beliefs about teaching range between transmissive andnontraditional teaching. The quality of teaching isthen conceived in four categories which are
thequadrants formed by the intersections of therepresentations of beliefs about learning
andperceptions of teaching. The quadrants are examined inturn to reveal how students with
active and passivebeliefs about learning conceive quality intransmissive and non-traditional
teaching. The resultssuggest that responses to questionnaires would bebiased by the students'
conceptions of learning. Theyalso confirm the significance of implicit models ofteaching in
questionnaire design.
9.
Ti: Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of
a Teaching Evaluation Form Using a Mixed-Methods Analysis
Au: Anthony J. Onwuegbuzie; Ann E. Witcher
So: American Educational Research Journal, vol.44 n.1, 2007, pp. 113-160
Abstract:
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This study used a multistage mixed-methods analysis to assess the content-related
validity (i.e., item validity, sampling validity) and construct-related validity (i.e., substantive
validity, structural validity, outcome validity, generalizability) of a teaching evaluation form
(TEF) by examining students’ perceptions of characteristics of effective college teachers.
Participants were 912 undergraduate and graduate students (10.7% of student body) from
various academic majors enrolled at a public university. A sequential mixed-methods
analysis led to the development of the CARE-RESPECTED Model of Teaching Evaluation,
which represented characteristics that students considered to reflect effective college
teaching—comprising four meta-themes (communicator, advocate, responsible,
empowering) and nine themes (responsive, enthusiast, student centered, professional,
expert, connector, transmitter, ethical, and director). Three of the most prevalent themes
were not represented by any of the TEF items; also, endorsement of most themes varied by
student attribute (e.g., gender, age), calling into question the content- and constructrelated validity of the TEF scores.
10
TI: The Good Teacher and Good Teaching: Comparing Beliefs of Second-Grade
Students, Preservice Teachers, and Inservice Teachers
AU: Karen Murphy; Lee Ann M. Delli; Maeghan N. Edwards
SO: The Journal of Experimental Education, vol.72 no.2, 2004, pp. 69-92
Abstract:
Most teacher educators would agree that one of the primary goals of a teacher preparation
program is to teach individuals how to become good teachers. What is open to debate is exactly
what characteristics define good teachers. Although there is a vast literature on good teaching,
few studies have compared the beliefs of individuals at various educational levels using a variety
of investigative techniques. The purpose of this study was to explore second-grade students',
preservice teachers', and inservice teachers' beliefs about good teachers and good teaching by
using a combination of survey, drawing, and interview tasks. Results indicated that beliefs about
good teaching seem to be formed at an early age with clear distinctions between second-grade
students and inservice teachers. By comparison, the preservice teachers seemed to possess beliefs
that mirrored both the second graders and inservice teachers. Implications for research, teaching,
and teacher education are discussed.
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11
Students' Experiences with Contrasting Learning Environments: The Added Value of
Students' Perceptions (EJ811471)
Author(s): Struyven, Katrien; Dochy,
Filip; Janssens, Steven; Gielen, Sarah
Source:
Learning Environments Research, v11
n2 p83-109 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports Research
Peer-Reviewed: Yes
Descriptors:
Student Attitudes; Measures (Individuals); Lecture Method; Educational Environment; Student
Experience; Evaluation Methods; Student Evaluation; Questionnaires; Active Learning; Learning
Strategies; Instructional Effectiveness; College Students; College Instruction
Abstract:
This study investigated the effects of two contrasting learning environments on students' course
experiences: a lecture-based setting to a student-activating teaching environment. In addition, the
evaluative treatment involved five research conditions that went together with one of four assessment
modes, namely, portfolio, case-based, peer assessment, and multiple-choice testing. Data (N = 608)
were collected using the Course Experience Questionnaire. Results showed that the instructional
intervention (i.e. lectures versus student-activating treatment) influenced students' course experiences,
but in the opposite direction to that expected. In declining order, the following scales (5 out of 7)
revealed statistically significant differences: Clear Goals and Standards; the General scale; Appropriate
Workload; Good Teaching; and Independence. Moreover, when the assessment mode was considered,
also the Appropriate Assessment scale demonstrated significant differences between the five research
conditions. Moreover, the same teaching/learning environments led to diverse students' perceptions.
While the perceptions of lecture-taught students were focused and concordantly positive, students'
course experiences with student-activating methods were widely varied and both extremely positive and
negative opinions were present. Students' arguments in favor of the activating setting were the variety
of teaching methods, the challenging and active nature of the assignments and the joys of collaborative
work in teams, whereas students expressed dissatisfaction with the perceived lack of learning gains, the
associated time pressure and workloads, and the (exclusive) use of collaborative assignments and
related group difficulties.
12.
Effectiveness of Feedback: The Students' Perspective (EJ787594)
Author(s): Poulos, Ann; Mahony, Mary Jane
Source:
Pub Date:
Assessment & Evaluation in Higher
Pub Type(s):
Education, v33 n2 p143-154 Apr 2008
2008-04-00
Journal Articles; Reports Research
Peer-Reviewed: Yes
Descriptors:
Undergraduate Students; Student Attitudes; Focus Groups; Feedback (Response); Program
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Effectiveness; Credibility; Sciences; Foreign Countries; Student Evaluation; Evaluation Methods; Teacher
Characteristics; College Faculty
Abstract:
While effective feedback has frequently been identified as a key strategy in learning and teaching, little
known research has focused on students' perceptions of feedback and the contribution feedback makes
to students' learning and teaching. This reported qualitative study aims to enrich our understanding of
these perceptions and importantly to provide insight into the meaning of "effective" when related to
feedback. The study involved four focus groups of undergraduate students of varying levels and from a
range of Schools completing degrees in the Faculty of Health Sciences, University of Sydney. Students'
perceptions relating to a definition of feedback, how they use it and preferences for delivery were
prompted by the facilitators. Thematic analysis resulted in three key dimensions: perceptions of
feedback, impact of feedback and credibility of feedback. The analysis demonstrated that effectiveness
of feedback extends beyond mode of delivery and timeliness to include the credibility of the lecturer
giving the feedback. The role of effective feedback includes not only enhancing learning and teaching
but also facilitating the transition between school and university.
13.
TI: Students’ Perceptions of Teaching: the research is alive and well
AU: RACHEL FORRESTER-JONES
SO: Assessment and Evaluation in Higher Education. 28.2003, pp. 59-69
Abstract:
This paper reports on the findings of a study investigating students’
perceptions of lectures, seminars and modules in a university school of sociology and
social policy. An anonymous questionnaire was used which incorporated both closed
and open-ended questions. Results show that students thought lectures were well
structured and audible, the latter being linked to easy note-taking. Lecturers were also
viewed as enthusiastic and available for discussion and a good student–teacher rapport
was reported. On the other hand, students had difficulties with overhead transparencies
and the speed at which some lectures were presented. Seminars were reported to be well
organised and integrated with lectures but students were less enthusiastic about the
modular system, although they felt that module objectives were clear. Students were most
dissatisfied with availability of books in the library. The paper ends by presenting some
suggestions for future studies.
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