Gender as a Discriminating Factor in the Evaluation of Teaching

Amin, Martin E.

doi:10.1080/0260293940190206

Cited by 20 publications

(13 citation statements)

References 3 publications

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“…26 Gender was not a factor in how students responded on instructor-related items, including instructor attitude, or student-related items. While some studies 22,28,29 identified gender bias in how students evaluate instructors, other studies did not. [30][31][32] Also some studies found that women are more self-determined in the learning process.…”

Section: Discussionmentioning

confidence: 99%

A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

Alsharif

Yuan

2014

American Journal of Pharmaceutical Education

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Objective. To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Methods. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. Results. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students' final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. Conclusion. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students' intrinsic motivation and vitality, and ability to meet educational outcomes.

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Section: Discussionmentioning

confidence: 99%

A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

Alsharif

Yuan

2014

American Journal of Pharmaceutical Education

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“…Accordingly, it is possible to say that female and male teachers have close scores to each other in both overall classroom management and its sub-dimensions. Previous studies on classroom management emphasize that gender is an important variable creating difference (Amin, 1994;Ekici, 2008;Erol, 2006;Grossmann, 1990;Güvenç, 2012;İlgar, 2007;Martin & Yin, 1997;Özgan et al, 2011;Parsons, 1982;Savran & Çakıroğlu, 2004;Van Oostendorp, 1991;Zeremba & Fluck, 1995). However, our results indicated that there is no statistical difference between the teachers' attitude and belief levels regarding classroom management and its sub-dimensions by gender (Ekici, 2008;Ekici et al, 2012;Denkdemir, 2007;Okut, 2011;Savran Gencer & Çakıroğlu, 2007).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Geography Teachers’ Attitudes and Beliefs Regarding Classroom Management

Dikmenli¹,

Çifçi

2016

IJHE

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This study scrutinizes geography teachers' attitude and belief levels regarding classroom management. As a matter of fact, classroom management is one of the prominent areas emphasized by all educators. Descriptive correlational survey model was used in the study. Study group includes 58 geography teachers working in Sivas province during the 2015-2016 academic year. Convenience sampling method was employed while forming the study group. The Attitudes & Beliefs on Classroom Control Inventory developed by Martin, Yin & Baldwin (1998) and adapted into Turkish language by Sarvan (2002) was employed to collect the data. The statistical analyses were carried out using SPSS 17. To analyze the relationships between the variables, t-test for independent samples, Mann Whitney-U test, and Pearson's correlation were used. Significance level was set to be p<.05. Geography teachers' mean scores for the sub-dimensions of instructional management and people management and their mean total scores for classroom management attitude and belief corresponded to medium level (interactionalist classroom management). Their mean scores for the sub-dimension of behavior management corresponded to low level (non-interventionist classroom management). No significant difference was found between the geography teachers' mean scores for the sub-dimensions of instructional management, people management, and behavior management and total scores for classroom management attitude and belief by gender and the type of the high school they work in. In addition, no significant relationship was found between years in teaching and instructional management. However, a negative significant relationship was detected between teachers' years in teaching and people management, behavior management, and classroom management attitude and belief. It is recommended that arrangements and studies be made for teachers to develop attitudes and beliefs that will allow their students to know themselves, make decisions, and carry out tasks either individually or in group.

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“…Some who are critical of the use of student voice as a means to evaluate teaching in higher education argue that students are prejudiced by extraneous considerations or confounding factors such as personal characteristics (presentation styles, body language) and the grading standards of academic staff (31)(32)(33)(34). There is currently no conclusive evidence on the influence of gender differences (both staff or student) in student evaluation outcomes (35)(36)(37)(38)(39)(40).…”

Section: Student Voicementioning

confidence: 99%

The importance of ‘student voice’ in dental education

Subramanian

Anderson

Morgaine

et al. 2012

Eur J Dental Education

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Although much published school and higher education research have established a strong conceptual foundation for eliciting student feedback, this element is relatively poorly developed in dental education research. This paper examines 'student voice' as a conceptual/theoretical framework and justification for attending to students' perspectives in dental education. The aims of this review paper were: to explore the concept of student voice, including some pragmatic considerations and key critiques of listening to student feedback; to critically analyse key debates about the importance of a research focus on student perceptions using themes from the seminal and contemporary educational literature on student voice from the school, higher and dental educational sectors; to identify gaps in the dental education literature in relation to students' perceptions of their learning, and highlight some practical implications drawn from the 'student voice' literature for dental education; and to assist dental educational researchers in developing a strong rationale for listening to student voice in dental educational institutions. This paper is intended to assist dental educational researchers in justifying future research projects which require eliciting dental student feedback/perceptions.

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Gender as a Discriminating Factor in the Evaluation of Teaching

Cited by 20 publications

References 3 publications

A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

Geography Teachers’ Attitudes and Beliefs Regarding Classroom Management

The importance of ‘student voice’ in dental education

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