The Measurement and Prediction of Teacher Efficiency

Barr, A. S.; Jones, Robert E.

doi:10.2307/1169291

Cited by 15 publications

(5 citation statements)

References 76 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This question has resulted in an endless stream of ideas, opinions and theories (Avent 1931; Barr et al 1955;Long 1957;Feldman 1976;Gage 1978;Soar et al 1984;Borich 1986;Reid 1999;Dewar 2002 Dewar (2002). Strangely enough, none of the lists mention engagement in research, although being 'knowledgeable', 'general knowledge', 'tells stories', 'discovery method' and 'active learning' are found in these lists.…”

Section: Refining the Questionsmentioning

confidence: 99%

The Dilemma of ‘Good’ Teaching in Tourism

Singh¹

2014

Tourism Recreation Research

View full text Add to dashboard Cite

There has been a lot of debate on' good' teaching and core curricula in tourism, but few inquiries into the relationship between teaching, scholarship, and research in this subject from the viewpoint of both the 'student' and the 'teacher'. This is partly due to lack of understanding of inter-disciplinarity and multi-disciplinarity required to be a good teacher, and absence of holism that is the sine qua non of tourism studies. These limitations are also a result of the fact that, in this age of specialization and superspecialization, broad as well as in-depth study of the parent disciplines is difficult and often not undertaken, but culminates in a limited understanding of the emerging discipline of tourism studies, which is expanding its frontiers rapidly and requires both specialization and generalization.

show abstract

Section: Refining the Questionsmentioning

confidence: 99%

The Dilemma of ‘Good’ Teaching in Tourism

Singh¹

2014

Tourism Recreation Research

View full text Add to dashboard Cite

show abstract

“…Empirical research into the nature of effective teaching went on for half a century without producing any useful results (Barr, 1948), but as soon as a new type of instrument, the structured or &dquo;lowinference&dquo; observation schedule was adopted, significant findings began to emerge.…”

Section: Thrust 1 Technical Measurement Supportmentioning

confidence: 99%

Consortium for the Improvement of THEME Teacher Evaluation Homer Coker

Coker¹

1985

Journal of Teacher Education

View full text Add to dashboard Cite

Coker describes the conceptual frame work of and purposes for two organiza tional structures: The Consortium for the Improvement of Teacher Evaluation and The Research and Development Center for Teacher Evaluation. Both organiza tions are focused on improving the quali ty and quantity of research conducted on assessing teacher behaviors in the class room that impact on student academic growth. The author outlines three major thrusts for research to be undertaken by the Consortium, and he describes how the expertise of the Research and Devel opment Center will support Consortium activities.

show abstract

“…One of the major lines of research has investigated the relationship between student ratings and grades. Many studies have found that ratings were independent of course grades (Barr, 1934;Bendig, 1953;Cohen and Humphreys, 1960;Eckert, 1950;Garverick and Carter, 1962;Granzin and Painter, 1973;Hoffman, 1978;Holmes, 1972;Price and Magoon, 1971;Rosenshine et al, 1973;Voeks and French, 1960). On the other hand, quite a few studies have found ratings to be positively related to grades (Bassin, 1974;Caffrey, 1969;Echandia, 1964;Rayder, 1968;Rubenstein and Mitchell, 1970;Treffinger and Feldhusen, 1970;Walker, 1969;Weaver, 1960;Weigel, Oetting and Tasto, 1971); Anikeef (1953) found a positive correlation with lower division students but not with upper level students.…”

Section: Student Variablesmentioning

confidence: 99%

Non‐instructional correlates of student ratings: a brief review

Morgan

Ogden

1981

Applied Psychology

View full text Add to dashboard Cite

In many countries, the social pressure for public accountability and an increased awareness of the issues of 'consumerism' have touched even the hallowed halls of higher education, resulting in a greater emphasis on the systematic evaluation of classroom instruction. Although this movement affects people differently at different levels of academia, its results are pervasive. For example, the movement has been accompanied by (1) increasing pressure on, and from, administrators to ensure that evaluation procedures are utilized within their schools or units (sometimes without a full understanding of the basic issues involved in performance evaluation), (2) increasing apprehension on the part of faculty members concerning reliability, validity, and general applicability of these procedures (often without much appreciation for the relationships between student ratings and faculty performance), and (3) an increasing amount of research designed t o evaluate the various faculty evaluation procedures (such research has contributed considerably to our understanding of the issues of evaluation, but a great deal more work is needed). One of the primary components Based on a presentation made at the annual meeting of the Southern Society for Philosophy and Psychology, Atlanta, Georgia, April 1976. Supported in part by funds from the Office of the Dean, School of Sciences and Health Professions, Old Dominion University, Norfolk, Virginia. The assistance of Mr. W. E. Adkins is gratefully acknowledged.

show abstract

The Measurement and Prediction of Teacher Efficiency

Cited by 15 publications

References 76 publications

The Dilemma of ‘Good’ Teaching in Tourism

The Dilemma of ‘Good’ Teaching in Tourism

Consortium for the Improvement of THEME Teacher Evaluation Homer Coker

Non‐instructional correlates of student ratings: a brief review

Contact Info

Product

Resources

About