Student Nominations for Teaching Awards

Guthrie, Donald; Shepard, Lonnie B.

doi:10.1080/00193089.1969.10532885

Cited by 2 publications

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“…Among the few contributions some are case studies of award programs (Kaplan and Mills, 1995; Ben‐Zadok and Carter, 1998; MacDonald, 1998). Others focus on the attributes of the recipients (Gutherie, 1969; Goldsmith et al , 1977; Donaldson, 1988; Dunkin and Precians, 1992; Dunkin, 1995; Griggs, 1996; Lowman, 1996; Trunnell et al , 1997; Kreber, 2000). One researcher found no difference between recipients of awards and others in self‐reports of teaching behavior (Tollefson and Tracy, 1983).…”

Section: Introductionmentioning

confidence: 99%

“Great classroom teaching” and more

Jackson

2006

International Journal of Educational Management

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PurposeIn this paper teaching excellence awards are evaluated, with an eye to improving them.Design/methodology/approachLiterature is reviewed and an analytic framework developed in Canada is modified to apply to the University of Sydney's Vice Chancellor Outstanding Teaching Award. Data come from 60 respondents familiar with the Sydney award and web research on the Australian Group of Eight research‐intensive universities.FindingsAmong the conclusions reached are that the Sydney award is supported even by those who have been unsuccessful in applying for it, that awards alone do not make teaching the equal to research in a university that identifies itself as a research university, awards that integrate into the university's strategic direction are powerful, and that awards that have a continuing profile ease that integration.Research limitations/implicationsAlong the way, several contentious points are discussed including the relationship of awards to promotion and the importance of pedagogic awareness of the reflective practitioner in picking out outstanding teachers who can articulate their approach to benefit others and to integrate with the larger purposes of the university beyond their own classroom.Originality/valueSome practical means to enhance the impact of teaching awards are identified.

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Section: Introductionmentioning

confidence: 99%

“Great classroom teaching” and more

Jackson

2006

International Journal of Educational Management

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Perceived Attributes of Superior Teachers (PAST): An Inquiry into the Giving of Teacher Awards

Goldsmid

Gruber

Wilson

1977

American Educational Research Journal

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We examined the conferring of distinguished teaching awards, a social device to help sustain professed group values. A content analysis located 2900 statements (made by 978 students and faculty, at UNC-Chapel Hill, in support of their nominees) in 35 categories. The imputed attributes of superior teachers described, chiefly, teaching techniques. Far fewer personal and professional traits were mentioned. The optimum set of traits imputed to superior teachers combines command of subject matter, concern for student and techniques for conveying that competence and conscientiousness. To understand more about factors making for superior teaching, we compared certain background characteristics of rank award-winner and placers (N = 60) with 60 controls. We also explored relationships between nominee rank and various personal and contextual characteristics and factors affecting student-teacher interaction, jointly and separately considered in regression analysis.

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Student Nominations for Teaching Awards

Cited by 2 publications

References 0 publications

“Great classroom teaching” and more

“Great classroom teaching” and more

Perceived Attributes of Superior Teachers (PAST): An Inquiry into the Giving of Teacher Awards

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