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Journal articles on the topic 'Student teaching'

To see the other types of publications on this topic, follow the link: Student teaching.

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Wiegerová, Adriana, and Hana Lukášová. "Teaching degree students´ experience of teaching practice." Journal of Language and Cultural Education 9, no. 1 (March 1, 2021): 60–71. http://dx.doi.org/10.2478/jolace-2021-0006.

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Abstract The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.

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2

Major, James E. "Student Teaching." Journal of Music Teacher Education 3, no. 2 (January 1994): 30–32. http://dx.doi.org/10.1177/105708379400300205.

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3

Everhart, Brett, and Tom Harper. "Teaching Physical Education to Homeschooled Students: Oppportunities for Student Teaching." Journal of Physical Education, Recreation & Dance 68, no. 5 (May 1997): 51–55. http://dx.doi.org/10.1080/07303084.1997.10604947.

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4

Chen, Guo-Hai, and David Watkins. "Can Student Ratings of Teaching be Predicted by Teaching Styles?" Psychological Reports 106, no. 2 (April 2010): 501–12. http://dx.doi.org/10.2466/pr0.106.2.501-512.

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The relationship between teaching styles and student ratings of teaching was examined at a Chinese university. 388 teachers (170 men, 218 women) were invited to fill out the 49-item Teaching Styles Inventory (Grigorenko & Sternberg, 1993). The inventory measures seven teaching styles: legislative, judicial, liberal, global, executive, conservative, and local. Scores from students' evaluations of teaching of courses for one semester were collected. Students' evaluation scores were significantly and negatively related to executive and conservative teaching styles of their teachers, while no significant correlation was found between student ratings and any of the other five teaching styles. Only conservative teaching style contributed significantly to the prediction of student ratings. Sex and age were found to have moderating effects on the relationship between teaching style and student ratings. The role of teaching styles in student ratings was discussed.

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5

Coulon, Stephen C. "Student Teaching Contracts." Strategies 1, no. 3 (January 1988): 22–25. http://dx.doi.org/10.1080/08924562.1988.10591606.

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6

Cochran-Smith, Marilyn. "Reinventing Student Teaching." Journal of Teacher Education 42, no. 2 (March 1991): 104–18. http://dx.doi.org/10.1177/002248719104200204.

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7

Rotkowski, Joseph. "Comprehensive student teaching." Music Educators Journal 78, no. 4 (December 1991): 50–51. http://dx.doi.org/10.1177/002743219107800401.

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8

Burris, Rebecca F. "Teaching Student Parents." Nurse Educator 26, no. 2 (March 2001): 64–65. http://dx.doi.org/10.1097/00006223-200103000-00009.

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9

Bair, Sue, and Frank Rokosz. "Student Teaching Seminar." Journal of Physical Education, Recreation & Dance 59, no. 2 (February 1988): 25–94. http://dx.doi.org/10.1080/07303084.1988.10609685.

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10

Li, Xiaoyan. "Exploration and Practice of Undergraduate Classroom Teaching Reform Centered on Student Development." Journal of Contemporary Educational Research 5, no. 5 (May 31, 2021): 68–72. http://dx.doi.org/10.26689/jcer.v5i5.2122.

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The reform of undergraduate classroom teaching is well underway along with the continuous development of education reform in China. In regard to that, lecturers must promptly innovate teaching concepts and reform undergraduate classroom teachings with emphasis on student development so as to create a first-class teaching classroom experience and effectively address shortcomings in the undergraduate classroom teaching model. The improvement and optimization of teaching concepts fully reflect the main status of students. In this paper, the problems existing in the undergraduate classroom teaching are explored and analysed. A practical strategy for undergraduate classroom teaching reform centered on student development is proposed, hoping to help in students’ overall development.

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11

Hibbard, Susan T., and David Devine. "Exploring Students’ Perceptions of Student Teaching Evaluations." Journal of the World Universities Forum 4, no. 2 (2011): 25–34. http://dx.doi.org/10.18848/1835-2030/cgp/v04i02/56737.

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12

Wang, Tian, and Jiahui Wen. "Experiential Teaching is more Conducive to Student Learning than Traditional Teaching." Journal of Education and Culture Studies 7, no. 1 (March 2, 2023): p100. http://dx.doi.org/10.22158/jecs.v7n1p100.

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Some drawbacks of traditional teacher-centred teaching have gradually become apparent and have led to a growing interest in experiential teaching. Students and teachers are prominent participants in the teaching process, and their behavioural performance largely determines the learning outcomes. Likewise, a harmonious teacher-student relationship is essential to students’ learning experience. In this paper, we have analysed the impact of experiential teaching on three aspects: student engagement, teacher-teaching innovation and teacher-student collaboration, to show that experiential has clear advantages for student learning. However, some argue that the design and practice of experiential teaching are challenging for teachers and that the student-centred approach is not conducive to managing classroom order. This, therefore, suggests new elements for teacher education and schoolteacher training to avoid the gap between instructional design and practice. And further research is needed by educational researchers on how to manage classroom order in experiential teaching and to make students learn effectively.

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13

Lawrence, Japhet E. "Teaching Large Classes." International Journal of Teacher Education and Professional Development 2, no. 1 (January 2019): 66–80. http://dx.doi.org/10.4018/ijtepd.2019010105.

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Higher education around the world are experiencing significant growth in student enrolment, as a result, educators face the daunting challenge of teaching larger classes, while improving the quality of instruction and subsequent value delivered to students. Large class can become a daunting task to any teacher who has never taught a large class before and teaching a large group of students can be intimidating for both students and lecturers. The purpose of this article is to identify effective teaching and assessment strategies to address the challenges of teaching in large class environment. It focusses on the idea of student engagement as a strategy to address the challenges faced by large class learning environments. By focusing on student engagement and adapting teaching and assessment strategies to promote critical thinking, it is possible to overcome the challenges posed by large class environments into opportunities for effective student learning. The study provides valuable direction for faculty faced with teaching and supporting large-class environments in higher education.

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14

Stobaugh, Rebecca, and Margaret Gichuru. "Co-Teaching Practices During Student Teaching." Educational Renaissance 5, no. 1 (March 9, 2017): 53–73. http://dx.doi.org/10.33499/edren.v5i1.100.

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Accrediting organizations and regulations have compelled teacher preparation programs to establish partnerships with PK-12 schools to produce quality educators by utilizing effective teaching approaches such as co-teaching. The study examined co-teaching survey completed in the middle of student teaching. Data was collected from cooperating teachers and student teachers at different grade levels. The survey assessed participants' use of co-teaching strategies and the number of planning hours in each week. Pearson Correlations measured the relationship among the co-teaching strategies and the relationship between the co-teaching strategies and planning time. Results suggest there were more correlations among the co-teaching strategies for elementary student teachers. Three relationships were found in the middle school cooperating teachers data. Additionally, no correlations were found between any co-teaching strategies from either high school cooperating teachers or student teachers. The amount of planning time was shown to have no significant differences between any of the co-teaching strategies.

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15

Proctor, Jessica. "‘Teaching Hope’." Journal of Practice Teaching and Learning 10, no. 3 (December 20, 2012): 87–101. http://dx.doi.org/10.1921/jpts.v10i3.254.

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This article provides a brief analysis and evaluation of a one-off cross-placement student group based around the theme ‘advocacy’, and presents the views of both the facilitator and the students who took part. It asks the questions: ‘Are cross-setting student groups useful in terms of development of reflective capacity in social work students?’ ‘Do themes from advocacy provide a good starting place for the discussion of social work values?’ and ‘Can advocacy principles be applied across social work settings, and what are the potential benefits and obstacles?’. Some conclusions and recommendations are offered.

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K N, Shashidhar, Rangareddy Harish, and Prabhavathi K. "Snippets of Student Centric Methods for Postgraduate Teaching." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 13, no. 3 (December 15, 2023): 85–90. http://dx.doi.org/10.58739/jcbs/v13i3.23.31.

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The field of medical education has witnessed a transition from traditional teaching methods to competency-based medical education, with an increasing focus on student-centered learning. This study aims to provide additional evidence supporting the effectiveness of student-centric approaches in medical education. The main objectives of this study are to assess the implementation of student-centered methods for second-year pathology postgraduate students and to evaluate the outcomes in terms of feedback and performance. In the Department of Biochemistry, several student-centered methods, including experiential learning, flipped classroom, student-led seminars, and a constructivist learning model, were employed for the assigned second-year pathology postgraduate students. Following a 15-day posting period, feedback was collected from the students, and their performance was assessed through graded examinations. Feedback from the participating postgraduate students was obtained, and their performance in the end-of-posting exams was analyzed. The results indicated positive student outcomes, with all students passing the exams. Self-perceived increased critical thinking and reasoning skills were reported during focus group discussion. The findings of this study support the effectiveness of student-centered approaches in medical education. The successful implementation of various student-centered methods for second-year pathology postgraduate students highlights the importance of incorporating learner-centric strategies. These results emphasize the need for faculty development at all levels to facilitate the adoption of student-centered teaching methods in medical education. Keywords: Competency based education, Postgraduate medical education

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Smith, Clayton, George Zhou, Michael Potter, Deena Wang, Fabiana Menezes, Gagneet Kaur, and Habriela Danko. "Teaching Preferences of International Students." International Journal of Technology-Enabled Student Support Services 11, no. 1 (January 1, 2021): 37–55. http://dx.doi.org/10.4018/ijtesss.2021010103.

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This article explores promising teaching practices for teaching linguistically and culturally diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning for science, technology, engineering, and mathematics (STEM) and non-STEM international students. Research was conducted by an international, student-learning community with guidance from a faculty-led research team. Data were collected through a qualitative research design that included focus groups and individual interviews conducted at a mid-sized Canadian comprehensive university. A total of 28 students participated (14 STEM students and 14 non-STEM students). Researchers examined differences between STEM and non-STEM students on 22 promising teaching practices regarding student satisfaction and students' perceptions of learning. Recommendations for professional practice are discussed, along with potential areas for further research.

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18

DeSimone, Ariadne K., John P. Haydek, Christopher L. Sudduth, Vincent LaBarbera, Yaanik Desai, Erik Reinertsen, and Kimberly D. Manning. "Encouraging Student Interest in Teaching Through a Medical Student Teaching Competition." Academic Medicine 92, no. 8 (August 2017): 1128–32. http://dx.doi.org/10.1097/acm.0000000000001491.

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19

Killian, Janice N., Keith G. Dye, and John B. Wayman. "Music Student Teachers." Journal of Research in Music Education 61, no. 1 (February 28, 2013): 63–79. http://dx.doi.org/10.1177/0022429412474314.

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In this descriptive study, we examined self-reported concerns of 159 music student teachers pre– and post–student teaching, over a period of 5 years. Resulting comments ( N = 867) were analyzed on the basis of (a) stages of teacher concern (focus on self, subject matter [music and teaching], and students) modeled after Fuller and Bown and (b) emerging categories of concern compared with those identified by Madsen and Kaiser. Stages of concern were reliably identifiable across all comments. Teachers, as predicted, began student teaching with more self (56%) and fewer student (4%) comments. Post–student teaching comments resulted in fewer self (33%) and more student (20%) mentions. Categorization of concerns indicated that pre– and post–student teachers shared some concerns (applying knowledge, discipline, confidence) but showed marked differences in other areas (cut out for teaching, information about students, administrative duties). Pre–student teaching categories were similar to those reported by Madsen and Kaiser a decade earlier; post–student teaching comments differed.

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20

Stephenson, Alison. "Troubling Teaching." Australasian Journal of Early Childhood 31, no. 1 (March 2006): 51–56. http://dx.doi.org/10.1177/183693910603100108.

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In our early childhood teacher education program the young child is positioned as a competent and resourceful participant in his/her own learning. Reflection on this image led me to recognise that some aspects of tertiary institutions mean students themselves can be positioned as less empowered learners. As a result of this recognition, new methods of learning/teaching have been employed in a course that focuses on extending students' teaching practices and their skills in reflecting in an attempt to reposition students as co-constructors of their own knowledge. Strategies used over the past four years include student participation in decisions about content and assessment criteria; cooperative group-work; jigsaw reading tasks; weekly reflective journals; and audio taping transcribing and reflecting on my own teaching. In order to include a student perspective, students' comments on the process from end-of-course evaluations are included.

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21

Redmon, Robert. "Teaching Ideas." English Journal 86, no. 2 (February 1, 1997): 77–80. http://dx.doi.org/10.58680/ej19973339.

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Contains two articles on writing instruction: the first shows how the prospect of student publishing inspires students to try new forms of writing; the second explains a marking system that encourages students to see the importance of the content in their writing.

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22

Pullen, Darren, Steven Collette, Loan Dao, and J. F. "Student Evaluations of Teaching: Is There a Relationship between Student Feedback on Teaching and the Student Final Grade?" Frontiers in Education Technology 2, no. 3 (July 4, 2019): p124. http://dx.doi.org/10.22158/fet.v2n3p124.

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The use of Student Evaluations of Teaching (SET) has become widespread practice in higher education despite inconclusive evidence reported in the literature around its validity. Not surprisingly, the question of the validity of SET continues to be a current debate in higher education, pointing to more research to be conducted in this area. The current study contributes to broadening knowledge and understanding on the validity of SET by drawing on an online unit evaluation completed by students (n=2430 out of total student enrolment of N=7757) in one university across three postgraduate education programs over a two-year period, to determine whether there is a relationship between student feedback on teaching and student final unit grade. Findings revealed that students who achieved very high or very low final unit grades did not participate in the SET, while students who achieved Pass or Credit grades partook in the SET, thus providing feedback. This indicates that teaching and evaluating staff need to be aware that a large subset of their students that are not providing feedback to staff to improve the quality of their courses.

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23

Khan, Ibrahim, Rakhshinda Iram, Marina Khan, Parkha Afridi, Ayesha Karim, and Shabana Kiran. "Multimodal Anatomy Teaching Pedagogy: Student’s Perception for Effective Teaching of Anatomy Curriculum." Pakistan Journal of Medical and Health Sciences 17, no. 6 (May 30, 2023): 326–28. http://dx.doi.org/10.53350/pjmhs2023176326.

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Objective: There is still much disagreement over the most effective way to teach anatomy. This article has discussed the benefits of these instructional strategies. Nowadays, teaching anatomy primarily involves PowerPoint presentations. . As a result, the following article discusses the numerous teaching approaches and students input and suggestion in making anatomy lectures more interesting and easy. The purpose of this study was to ascertain whether the multimodal anatomy teaching methodology currently in use is viewed favorably and to identify the specific modalities that were considered to be most successful. Material and Methods: It was a cross sectional study conducted in two steps. Step one was carried out by distributing 250 questionnaires out of which 192 students participating by filling the questionnaires. The second step was dividing a class of 2ND year MBBS students in to 3 groups where group A was given a lecture in a teacher centered manner, Group B was student centered and Group C was a combination. Assessment was conducted in the end of the lecture and data was analyzed using SPPSS version 20. Results: students thought each way of teaching and learning is important but the best way of teaching was a multimodal teaching pedagogy. 93% thought that using a power point presentation with the use of white board teaching is the best method of teaching. Similarly the results of the assessment showed teacher-student interactive approach produced the highest mean score (mean=1.87), followed by the student-centered approach (mean=1.79), and the lowest mean score (mean=1.36) was recorded for the teacher-centered approach, according to the estimated marginal mean estimates based on the teaching method used. All three instructional approaches' average estimates are within the 95% confidence intervals. The findings show that the most successful method for getting the highest test scores is a combination of teacher-centered and student-centered teaching techniques. This demonstrated that rather than the lecturer monopolizing the transfer of information to the learners, interaction between the teacher and students during the teaching and learning process motivates the students to seek knowledge. The student-centered approach's predicted mean score (mean=1.79) was slightly lower than the teacher-student interactive approach's. This suggests that using student-centered strategies is a successful teaching strategy. When compared to student-centered and teacher-student interactive techniques, the results of adopting teacher-centered strategies were significantly lower (mean=1.36). The most successful strategy to teach basic anatomy is to use a variety of pedagogical educational materials; students seem to learn more quickly and effectively when using multimodal and system-based strategies. Future research should focus on evaluating the applicability of new curricula and student views of integrated and multimodal teaching paradigms as well as these paradigms' capacity to meet learning objectives. Conclusion: In order to determine the general level of the learner characteristics, learner analysis is a crucial stage. This study offers recommendations on how to create instructional objectives and choose the best ways to accomplish them. The findings of this study can be used to create educational plans and choose efficient anatomy teaching techniques. Keywords: Multimodal, Large group discussion, small group discussion, mini seminar, integration

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ten Cate, Olle. "A teaching rotation and a student teaching qualification for senior medical students." Medical Teacher 29, no. 6 (January 2007): 566–71. http://dx.doi.org/10.1080/01421590701468729.

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25

Diana, Thomas J. "Co-teaching: Enhancing the Student Teaching Experience." Kappa Delta Pi Record 50, no. 2 (April 3, 2014): 76–80. http://dx.doi.org/10.1080/00228958.2014.900849.

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26

J, Rezuana Bai. "Student Centered Learning - “Students Preference of Teaching Methods”." IJIREEICE 4, no. 2 (February 15, 2016): 92–95. http://dx.doi.org/10.17148/ijireeice.2016.4225.

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27

Adewui, Abalo. "Host Students’ Perspectives on Crosscultural Student Teaching Experiences." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 9, no. 1 (2009): 1–10. http://dx.doi.org/10.18848/1447-9532/cgp/v09i01/39696.

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28

Burt, Derek. "STUDENT OUTLINES TEACHING STUDENTS TO ORGANIZE THEIR NOTES." PRIMUS 16, no. 4 (December 2006): 320–31. http://dx.doi.org/10.1080/10511970608984155.

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29

Draves, Tami J. "Transition from Student to Teacher–Student Teaching." Journal of Music Teacher Education 23, no. 1 (February 7, 2013): 50–62. http://dx.doi.org/10.1177/1057083712474935.

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30

Brockx, B., K. Van Roy, and D. Mortelmans. "The Student as a Commentator: Students’ Comments in Student Evaluations of Teaching." Procedia - Social and Behavioral Sciences 69 (December 2012): 1122–33. http://dx.doi.org/10.1016/j.sbspro.2012.12.042.

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31

Chen, Mingdong, Niyom Suwandej, Mooktra Thongves, and Muhammad Shahid Khan. "In Blended Learning, Study The Impact of Teaching Innovation Mediated by Learning Engagement on Student Loyalty." Revista de Gestão Social e Ambiental 18, no. 9 (June 18, 2024): e7412. http://dx.doi.org/10.24857/rgsa.v18n9-126.

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Objective: Blended learning satisfaction positively affects student loyalty. Teachers need to provide quality learning experiences, fulfill students' learning needs, and reach students' learning objectives to increase students' satisfaction with blended learning and enhance students' support and loyalty to school education, thus promoting students' continued support for the school. Theoretical Framework: This paper presents the theoretical framework model based on culture, education, blended learning, and student loyalty, and three hypotheses are presented in the study. Hypothesis 1: Teaching Innovation Positively affects Learning Engagement Hypothesis 2: Teaching Innovation Positively affects Student Loyalty Hypothesis 3: Learning Engagement Positively affects Student Loyalty Method: This study explores the impact of teaching innovation mediated by learning engagement on student loyalty in blended education. It discusses the relationship between teaching innovation, learning engagement, and student loyalty in a blended educational environment. The study hypothesizes that teaching innovation has a positive effect on student loyalty through enhanced learning engagement. A mixed research design was employed, with quantitative research methods used. In the quantitative research phase, questionnaires were distributed to students at Aba Normal College. The questionnaire covered levels of teaching innovation, students' learning engagement, and their loyalty to the institution's education. Data were analyzed statistically using SmartPLS. Results and Discussion: The results of this study will contribute to the existing knowledge regarding teaching innovation, learning engagement, and student loyalty in blended teaching. They will also provide practical insights for educators and teaching departments on how to effectively implement teaching innovation and promote student loyalty in a blended educational environment. Research Implications: Teacher-student relationship and in-depth multiple interaction concepts become important trends in the future development of teaching and learning. (Ma, 2019) Theories related to blended teaching and learning Therefore, the theoretical or practical research related to blended teaching can promote the future development of blended teaching, and also provide an important scientific basis for colleges and universities to effectively solve the problem of balancing online teaching and traditional teaching.

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32

Shea, James H. "Student Evaluations of Teaching." Journal of Geoscience Education 45, no. 3 (May 1997): 202. http://dx.doi.org/10.5408/1089-9995-45.3.202.

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33

Moore, Randy. "Student Evaluations of Teaching." American Biology Teacher 52, no. 5 (May 1, 1990): 260–62. http://dx.doi.org/10.2307/4449104.

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34

Ribosa, Jesús, and David Duran. "Student-Generated Teaching Materials." Education in the Knowledge Society (EKS) 23 (July 20, 2022): 27443. http://dx.doi.org/10.14201/eks.27443.

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Students can create products that take the form of instructional materials. A scoping review was carried out to map the research field of student-generated teaching materials, focusing on product types, information sources, learning-related matters, and researchers’ explanations. Based on 280 articles, four product types were identified: audio/visual materials, questions, texts, and educational games. Studies gathered information from product creation, product use, participants’ perceptions, and learning outcomes. Socio-cognitive and motivational learning-related matters for creators and users were reported concerning the subject matter, cross-curricular competencies, academic emotions, and engagement. In these studies, researchers interpreted their findings based on nine different explanations: active learning, audience effect, knowledge building, learning by teaching, motivational processes, peer learning, the role of ICT, scaffolding, and time-on-task and practice effect. Different lines for future research are discussed, related to the educational stages and knowledge areas, the research designs, and the relationship between research and practice.

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35

Ari, Asim, and Nicolas Schmitt. "Student-Friendly Teaching Approaches." International Journal of Instruction 15, no. 2 (April 1, 2022): i—iii. http://dx.doi.org/10.29333/iji.2022.1520a.

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36

Rogers, George L. "The Student-Teaching Portfolio." Music Educators Journal 82, no. 2 (September 1995): 29–68. http://dx.doi.org/10.2307/3398866.

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37

Baumgartner, Christopher M., and Kimberly H. Councill. "Music Student Teaching Seminars." Update: Applications of Research in Music Education 35, no. 2 (August 1, 2016): 62–69. http://dx.doi.org/10.1177/8755123315615183.

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The purpose of this study was to examine the structure and content of music student teaching seminars at 4-year, degree-granting institutions accredited by the National Association of Schools of Music across the United States. A secondary purpose was to determine how these seminars (a) addressed perceived needs of student teachers and beginning teachers when reflecting on their student teaching experience and (b) met those needs through course structure and content. Though variability existed in frequency and length, most seminars ( n = 95, 77.86%) were taught in the music department. Participants ( N = 205; 42.71% overall response rate) indicated that teacher responsibilities, job searching, and behavior management were the most frequently addressed topics in their seminars; creating résumés, lesson planning, and peer discussions represented the most common activities. Data suggest variability in both structure and content of seminars, as well as a discrepancy between perceived student teacher needs and seminar content.

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38

Bents, Mary, and Eugene Anderson. "Failure in student teaching." Teacher Educator 26, no. 3 (December 1991): 26–32. http://dx.doi.org/10.1080/08878739109554983.

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39

Oermann, Marilyn H. "Student Evaluations of Teaching." Nurse Educator 42, no. 2 (2017): 55–56. http://dx.doi.org/10.1097/nne.0000000000000366.

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40

Silveira, Jason M., and Frank M. Diaz. "Student Teaching in Music." Journal of Music Teacher Education 23, no. 2 (May 8, 2013): 92–104. http://dx.doi.org/10.1177/1057083713487215.

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41

Flinn, Juliana. "Teaching Points: Student Journals." Anthropology News 31, no. 8 (November 1990): 32. http://dx.doi.org/10.1111/an.1990.31.8.32.3.

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42

Wittrock, M. C. "Teaching and Student Thinking." Journal of Teacher Education 38, no. 6 (November 1987): 30–33. http://dx.doi.org/10.1177/002248718703800606.

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43

Fulda, Joseph S. "Student evaluations of teaching." ACM SIGCAS Computers and Society 27, no. 3 (September 1997): 42–43. http://dx.doi.org/10.1145/270858.270870.

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Moss, Alison R., and David D. Blouin. "Sociology Graduate Student Teaching." Teaching Sociology 42, no. 1 (January 2014): 2–4. http://dx.doi.org/10.1177/0092055x13509581.

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Reisenwitz, Timothy H. "Student Evaluation of Teaching." Journal of Marketing Education 38, no. 1 (September 17, 2015): 7–17. http://dx.doi.org/10.1177/0273475315596778.

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46

Yager, Robert E. "Science student teaching centers." Journal of Science Teacher Education 1, no. 4 (September 1990): 61–65. http://dx.doi.org/10.1007/bf03032131.

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47

Rice, Lee C. "Student Evaluation of Teaching." Teaching Philosophy 11, no. 4 (1988): 329–44. http://dx.doi.org/10.5840/teachphil198811484.

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48

Marchese, Ted. "Student Evaluations of Teaching." Change: The Magazine of Higher Learning 29, no. 5 (September 1997): 4. http://dx.doi.org/10.1080/00091389709602328.

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49

Kraft, Robert E. "Basic Student-Teaching Stuff." Journal of Physical Education, Recreation & Dance 56, no. 2 (February 1985): 58–60. http://dx.doi.org/10.1080/07303084.1985.10604220.

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Darden, Gibson, Kevin Scott, Amanda Darden, and Sarah Westfall. "The Student-Teaching Experience." Journal of Physical Education, Recreation & Dance 72, no. 4 (April 2001): 50–53. http://dx.doi.org/10.1080/07303084.2001.10605740.

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