Dissertations / Theses on the topic 'Student teaching – Evaluation'
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Todoroff, Ryan. "Student perceptions of formative teacher evaluation putting the student back in student evaluations /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full textOnyegam, Emmanuel I. (Emmanuel Ikechi). "Graduate Student Opinion of Most Important Attributes in Effective Teaching." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279009/.
Full textLam, Lai-wah Melanie. "Student evaluation of teaching in Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963407.
Full textLam, Lai-wah Melanie, and 林麗華. "Student evaluation of teaching in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963407.
Full textGanivet, Fernando J. "Development of a New Student Evaluation Instrument of Instructor Effectiveness in Online Courses." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/382.
Full textJoubert, L., G. Ludick, and Z. Hattingh. "STUDENT EVALUATION OF DIFFERENT TEACHING METHODS AND THE EFFECTIVENESS THEREOF." Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/287.
Full textA significant amount of time and effort has to go into teaching students. It is no art when lecturers simply read from a text book. The objective of this study was to determine the teaching methods that students at the Hotel School, Central University of Technology, Free State, consider as most effective to support learning. All first-year students (N=73) enrolled for the National Diploma: Hospitality Management were targeted to participate in the survey. A mixedmethod study design was followed, and a questionnaire consisting of closedand open-ended questions was developed for data collection. Closed-ended questions were rated on a five-point Likert scale, while answers to open-ended questions were analysed to determine trends. Results showed that lecturers used a variety of teaching methods. The lecture teaching method was rated best by 49% of students followed by the group discussion method which was rated as second best (19%). Case studies and brainstorming were the least-preferred methods (4% and 0% respectively). Lecturers should ensure that maximum information is transferred through the teaching methods that most appeal to students. The focus should be on enabling students to practically apply the lessons taught in everyday life.
Baker, Scott Hamilton. "Faculty Perceptions as a Foundation for Evaluating Use of Student Evaluations of Teaching." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/288.
Full textGlover, Jacob I. "Finding the right mix: teaching methods as predictors for student progress on learning objectives." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13623.
Full textDepartment of Special Education, Counseling and Student Affairs
Aaron H. Carlstrom
This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning objectives. Analyses were conducted in four class-size groups, Small (between 10-14 students), Medium (between 15-34 students), Large (between 35-49 students), and Very Large (50 or more students). Archival data were over 580,000 classes of instructors and students who responded to two instruments within the IDEA Student Rating of Instruction system: Instructors completed the Faculty Information Form, and students responded to the Student Ratings Diagnostic Form. Significant progress, for the purpose of this study, means students indicated they made either substantial or exceptional progress on learning objectives the instructor identified as relevant to the course. Therefore, student ratings of progress were dichotomized and binary logistic regression was conducted on the dummy variables. Descriptive statistics and point-biserial correlations were also conducted to test the hypotheses. Teaching methods that stimulated student interest were found to be among the strongest predictors of significant progress on the majority of learning objectives across all class sizes. For all class sizes, significant progress was correctly classified from a low of 76% of the time to a high of 90% of the time. The higher students rated the instructor in stimulating them to intellectual effort the more progress they reported on a majority of learning objectives across all class sizes. Higher instructor ratings on inspiring students to set and achieve challenging goals were also associated with significant student progress on learning objectives across all class sizes. Class size was not a major factor affecting the predictive strength of groups of teaching methods on student progress on learning objectives. However, it was a factor concerning the predictive strength of individual teaching methods. The larger the enrollment the greater was the predictive strength of key teaching methods. Implications of the study for faculty professional development and for future research are discussed.
Gall, Annette Rashid. "Faculty perceptions of the effects of student evaluations of teaching on higher education instructional practices and instructor morale." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=397.
Full textZong, Shiping. "The meaning of expected grade and the meaning of overall rating of instruction : a validation study of student evaluation of teaching with hierarchical linear models /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7608.
Full textKhan, Ahmed S. "Students' perceptions of the importance of the faculty dimensions of technical currency, teaching techniques, and commitment to student success for their learning/success in a technology based baccalaureate program." Access citation, abstract and download form; downloadable file 5.75 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131678.
Full textValli-Marill, Joanne. "An examination of how faculty in higher education use student evaluations of teaching." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1417816601&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textWhite, Sylvia A. "A comparison of teacher evaluation, student surveys and growth scores to identify effective teaching traits." Thesis, Wingate University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598769.
Full textThe identification of effective teaching is a continuous and challenging task. This study was an investigation of the relationship among the teacher evaluation, student perception surveys, and student growth scores of students in grades 3 through 8. The entire population of the small district was included in the study. The sources for this study were the North Carolina Educator Evaluation System (NCEES), Educator Assessment Score (EVAAS), and student perception surveys. The purpose was to identify traits of effective teachers from these meaningful sources or among the combinations of these sources. The teachers' EVAAS index was used for all calculations. The index was calculated by dividing how much progress the teachers' students made compared to other students across the state by the standard error for the population.
The data were analyzed using t-test, Pearson product-moment correlation, and multiple regressions. The results showed statistically significant correlations between the teacher evaluations performed by school administrators and the students' perceptions from the surveys. There were no significant correlations related to student growth scores. Multiple regressions disclosed a significant statistical finding in these areas: the combination of NCEES standard 4 (facilitation of learning), and student perception characteristics of a challenging, engaging classroom where their input is important are predictor of student growth scores (EVAAS). Additional research is needed to validate and expand upon these findings.
Jones, Jay R. "Assessing student teacher perceptions of preparedness using a dialogic evaluation process a pilot study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5898.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.
Lewis, Susan Carol Salyer. "Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1074.
Full textBurr, Brenda Sue. "Student Voices in Teacher Evaluations." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4448.
Full textDickey, David Louis. "Recency effect in university student evaluation of faculty instruction." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000001.
Full textNtsaluba, Doris Nomonde. "An evaluation of the effectiveness of Walter Sisulu University's teaching practice as a context for student teachers' competence development." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1007761.
Full textFeistauer, Daniela [Verfasser]. "Teaching quality in higher education: Do student evaluation of teaching questionnaires allow a reliable and valid assessment of teaching quality? / Daniela Feistauer." Kassel : Universitätsbibliothek Kassel, 2018. http://d-nb.info/116215621X/34.
Full textAlsarhan, Ala'a Mohammad. "Alternative Methods of Estimating the Degree of Uncertainty in Student Ratings of Teaching." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6939.
Full textGallant, Mark W. "An Overview of Issues in Music Student Teaching, Related Research, and a Sample Study of the Effects of Classroom Characteristics on Evaluation of Student Teaching." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391588684.
Full textFeit, Christopher R. "Student ratings of instruction and student motivation: is there a connection?" Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18661.
Full textDepartment of Special Education, Counseling and Student Affairs
Doris W. Carroll
This study examined factors relates to student ratings of instruction and student levels of motivation. Data came from archival data of 386,195 classes of faculty and students who completed the Faculty Information Form (FIF), completed by the instructor, and the Student Ratings Diagnostic Form (SRDF) completed by the student from the Individual Development and Educational Assessment (IDEA) Center Student Ratings system. Descriptive statistics, correlation studies, analysis of variance (ANOVA), and pairwise comparisons were used to test the research hypotheses. Despite significant differences among student ratings of instruction and student motivation by course type, discipline, and student type, the amount of unknown variability in student ratings of instruction and student motivation is still very large. The findings from the study provide higher education institutions with information about differences between student ratings of instruction by institution type, course level, discipline, and course type as well as the impact of student motivation on student ratings of instruction.
Nelson, J. Ron. "Evaluation of Utah's Prereferral Intervention Mandate." DigitalCommons@USU, 1990. https://digitalcommons.usu.edu/etd/6855.
Full textHulet, Ashley Burgess. "Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5715.
Full textHall, Courtney A. "Evaluation of pre-service teachers' perceptions of water resources concepts." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339148.
Full textDepartment of Natural Resources and Environmental Management
Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
Full textTitle from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
Full textKime, Stuart James Martin. "Student evaluation of teaching : can it raise attainment in secondary schools? : a cluster randomised controlled trial." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12267/.
Full textForbes, Ellen White. "Improving the knowledge and use of formative assessment a case study of a model of formative assessment in a K-3 science curriculum /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 139 p, 2007. http://proquest.umi.com/pqdweb?did=1362531011&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full textLin, Xiaochun, and 林晓纯. "Perceptions of master of education students on evaluation of teaching : a study of the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209652.
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Education
Master
Master of Education
Tillman, Daniel. "An Evaluation of Student Use of Visualization Technology as an Addition to the Landscape Architecture Curriculum." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/34926.
Full textMaster of Landscape Architecture
Tremel, Shirley Lynn. "Investigating Student Understanding of the Law of Conservation of Matter." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/343.
Full textBurrell, Jennifer N. "Student and Faculty Views of Important Elements of Teaching in Associate Level Allied Health Programs." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2602.
Full textHobbs, Klinton E. "Advances in Student Self-Authorship: A Program Evaluation of the Community Standards Model." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/440.
Full textFoster, Linda Jean. "Is concept mapping an effective tool for evaluation of student learning in science?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1838.
Full textChovanová, Katarina, Gembický, Kamil, and Luise Nern. "Conclusion for future teaching." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6581/.
Full textKnoops, Femke, Fethiye Erbil, and Mustafa Ertürk. "Teaching patterns and trends." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6584/.
Full textBeemt, Martijn van den, Muhammed Çinkaya, Didem Tuğçe Erdem, and Robert Janssen. "Conclusion for future teaching." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6588/.
Full textRansom, Whitney. "Faculty and Student Perceptions of the Effects of Mid-Course Evaluations on Learning and Teaching." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3169.pdf.
Full textSparks, John S. "Syntactic complexity, error and the holistic evaluation of ESL student essays." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3842.
Full textBradley, Erika H. "Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2307.
Full textMankowski, Andrew James. "Do "Clickers" Improve Student Engagement and Learning in Secondary Schools?" PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/144.
Full textGuohua, Pan, and University of Lethbridge Faculty of Education. "Student and teacher perceptions of the authenticity, validity and experiential groundedness of English as a second language (ESL) evaluation : a program case study." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997, 1997. http://hdl.handle.net/10133/87.
Full textxi, 156 leaves ; 28 cm.
Dyer, Brian Jay. "How Does Student Understanding of a Concept Change Throughout a Unit of Instruction? Support Toward the Theory of Learning Progressions." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1528.
Full textTsui, Chung-kwan Paul. "An evaluation of classroom management through expert-novice comparison : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17947455.
Full textTroxell, Laura H. "Interventions to improve eighth-grade student achievement in mathematics at a middle school." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 4.08 Mb., 67 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200554.
Full textTan, Christina P. L. "What academic advisors need to provide better student support : lessons from a Malaysian medical school." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17832.
Full textENGLISH ABSTRACT: Background: Academic support programmes have an important part to play in addressing the needs of students experiencing difficulties. A quality assurance exercise by the national accreditation body highlighted the fact that academic staff involved in non-academic counselling had no prior training. Aim: The aim of this study was to evaluate the academic advisor programme in a Malaysian medical school from the academic advisors’ perspective in order to determine their understanding of their role, their experiences and needs. Method: Focus group discussions (FGDs) involving 10 academic advisors were conducted using a semi-structured interview schedule. Results: Study participants demonstrated some instinctive understanding of their role (especially as role models in their professional development) although they did not have clear guidelines. They strongly expressed a need for training in counselling skills and better administrative support. There was some reluctance to undertake the task of academic advising as there were no perceived rewards or incentives. Conclusions: The training of academic advisors needs to be addressed in faculty development programmes. Strong institutional administrative support is important with efficient channels of communication to academic advisors on student performance and other relevant information. Teaching activities need due institutional recognition and reward.
AFRIKAANSE OPSOMMING: Geen opsomming
Jones, James McKernon. "Performance Evaluation of Community College Management Instructors Using Student Achievement as the Criterion." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331897/.
Full textHodges, Kenneth W. "Evaluation of a Supplemental Kinesthetic-Based Reading Program for Disabled Students." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1685.
Full textPaterson, Karina. "Good practice for formative assessment and feedback in statistics courses." Connect to e-thesis, 2008. http://theses.gla.ac.uk/623/.
Full textMSc(R) thesis submitted to the Faculty of Information and Mathematical Sciences, Department of Statistics, University of Glasgow, 2008. Includes bibliographical references. Print version als available.