He argues that most learning is done outside of the classroom, and that what 'teaching as theater' can contribute to learning is \"generating enthusiasm for the subject and for coaxing our students to think about things in a disciplined way\" (214). However, overall this is not particularly useful for us, as it focuses on teaching case studies in a business school environment.
", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/AXWHAI5B" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "5WFXFTHP", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/5WFXFTHP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/5WFXFTHP", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/234372/items/HBUUTCU8", "type": "application/json" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "5WFXFTHP", "version": 5, "parentItem": "HBUUTCU8", "itemType": "note", "note": "This article is confirming my suspicion that the 'performative pedagogy' stuff is going to be about involving the students in performance as a learning tool, rather than discussing the teacher's experience of teaching as performance (and the associated stressors and expectations associated with that).
\nPineau does offer a critique of earlier 'teaching as performance' lit: \"Such studies isolate the performer from the performance context, privilege communicative behaviors over communicative interaction or events, and position students as an amorphous and unreflective body who respond best to accelerated energy—in effect, a 'song and dance.'\"
\nThis piece would be useful for talking about the complexity of teaching, but I think all the 'multi-dimensional teaching' stuff is probably better on that.
\nThere is an example (p 17-18) of a teaching exercise where a student's imitations of 3 different teaching personas are judged essentially by how the students react to them, but the article doesn't really discuss that aspect.
", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/UA32ZAW8" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "TV4Q2QI7", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/TV4Q2QI7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/TV4Q2QI7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Schmenner", "parsedDate": "2013", "numChildren": 1 }, "data": { "key": "TV4Q2QI7", "version": 5, "itemType": "journalArticle", "title": "Teaching as Theater", "creators": [ { "creatorType": "author", "firstName": "Roger W.", "lastName": "Schmenner" } ], "abstractNote": "As new media proliferate, professors need to be particularly attentive to the ways by which students learn—in and out of the classroom—and how scarce classroom time can be organized. This article argues that professors' comparative advantage lies as an exemplar of discipline-based thinking. Effective training in how to think about problems (the essence of any discipline) demands that professors embrace the classroom as theater, where business drama and the story it tells can capture the hearts and minds of the student participants. The article talks through a case as theater.", "publicationTitle": "Decision Sciences Journal of Innovative Education", "publisher": "", "place": "", "date": "2013", "volume": "11", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "213–219", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/dsji.12006", "citationKey": "", "url": "http://onlinelibrary.wiley.com.ezproxy.lib.utexas.edu/doi/10.1111/dsji.12006/abstract", "accessDate": "2013-09-13T16:31:01Z", "PMID": "", "PMCID": "", "ISSN": "1540-4609", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2013 The Author Decision Sciences © 2013 Decision Sciences Institute", "extra": "", "tags": [ { "tag": "Teaching", "type": 1 }, { "tag": "case method", "type": 1 }, { "tag": "even flow", "type": 1 }, { "tag": "lecture", "type": 1 }, { "tag": "swift", "type": 1 } ], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/BIGHKBMX" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "KXEZZ3E3", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/KXEZZ3E3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/KXEZZ3E3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Ory and Braskamp", "parsedDate": "1981-09-01", "numChildren": 0 }, "data": { "key": "KXEZZ3E3", "version": 5, "itemType": "journalArticle", "title": "Faculty perceptions of the quality and usefulness of three types of evaluative information", "creators": [ { "creatorType": "author", "firstName": "John C.", "lastName": "Ory" }, { "creatorType": "author", "firstName": "Larry A.", "lastName": "Braskamp" } ], "abstractNote": "The purpose of the study was to investigate faculty perceptions of student evaluative information collected by three methods: objective questionnaire items, open-ended questions, and group interviews. Faculty rated three simulated evaluation reports on their potential for accuracy, trustworthiness, usefulness, comprehensiveness, believability, interpretability, and value as information used for self-improvement and promotion purposes. Faculty, in general, regarded the evaluative information to be more credible, useful, and accurate for their own self-improvement than for promotion purposes. 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Developers of innovative curricula and tools for CS education want teachers to adopt their new approaches. What convinces a CS teacher to change and adopt something new--or not? This paper explores factors that influence CS teachers' adoption and change. We studied our workshop participants to determine factors influencing their decision on whether to adopt a new CS curriculum. The results from our study indicate that multiple factors, some surprising, influence CS teachers' adoption. 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The authors recommend rejecting a narrow criterion-related approach to validity and adopting a broad construct-validation approach, recognizing that effective teaching and SETs that reflect teaching effectiveness are multidimensional; no single criterion of effective teaching is sufficient; and tentative interpretations of relations with validity criteria and potential biases should be evaluated critically in different contexts, in relation to multiple criteria of effective teaching, theory, and existing knowledge. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)", "publicationTitle": "American Psychologist", "publisher": "", "place": "", "date": "November 1997", "volume": "52", "issue": "11", "section": "", "partNumber": "", "partTitle": "", "pages": "1187-1197", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "American Psychologist", "DOI": "10.1037/0003-066X.52.11.1187", "citationKey": "", "url": "http://ezproxy.lib.utexas.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1997-43129-003&site=ehost-live", "accessDate": "2013-07-17T22:32:12Z", "PMID": "", "PMCID": "", "ISSN": "0003-066X", "archive": "", "archiveLocation": "", "shortTitle": "Making students' evaluations of teaching effectiveness effective", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Rating", "type": 1 }, { "tag": "Students", "type": 1 }, { "tag": "Teacher Effectiveness Evaluation", "type": 1 }, { "tag": "Test Bias", "type": 1 }, { "tag": "Test Validity", "type": 1 }, { "tag": "usefulness & validity & bias of students' evaluations of teaching effectiveness", "type": 1 } ], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/NWFXZCC6" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "N6AAKWS5", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/N6AAKWS5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/N6AAKWS5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Kulik", "parsedDate": "2001", "numChildren": 0 }, "data": { "key": "N6AAKWS5", "version": 5, "itemType": "journalArticle", "title": "Student Ratings: Validity, Utility, and Controversy", "creators": [ { "creatorType": "author", "firstName": "James A.", "lastName": "Kulik" } ], "abstractNote": "This chapter reviews the conclusions on which most experts agree, cites some of the main sources of support for these conclusions, and discusses some dissenting opinions and the research support for those opinions.", "publicationTitle": "New Directions for Institutional Research", "publisher": "", "place": "", "date": "2001", "volume": "2001", "issue": "109", "section": "", "partNumber": "", "partTitle": "", "pages": "9–25", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1002/ir.1", "citationKey": "", "url": "http://onlinelibrary.wiley.com.ezproxy.lib.utexas.edu/doi/10.1002/ir.1/abstract", "accessDate": "2013-07-22T13:37:50Z", "PMID": "", "PMCID": "", "ISSN": "1536-075X", "archive": "", "archiveLocation": "", "shortTitle": "Student Ratings", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "Copyright © 2001 John Wiley & Sons, Inc.", "extra": "", "tags": [], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/88IG7X28" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "GZWE3RDD", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/GZWE3RDD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/GZWE3RDD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Harjunen", "parsedDate": "2011-08", "numChildren": 0 }, "data": { "key": "GZWE3RDD", "version": 5, "itemType": "journalArticle", "title": "Students' Consent to a Teacher's Pedagogical Authority", "creators": [ { "creatorType": "author", "firstName": "Elina1", "lastName": "Harjunen" } ], "abstractNote": "In this paper student comments are examined to identify a typology of demands for granting their consent to a teacher's pedagogical authority. The data for this study (136 written responses and 66 interviews) have been collected from students in a Finnish comprehensive school and examined by means of a theory-bounded content analysis. The results show that the students in this study expressed views which amounted to a typology of demands. If their demands are met, students will grant consent to their teacher's pedagogical authority and, consequently, allow the teaching, studying, and learning of the content under consideration. Securing students' consent to authority in the classroom will provide a new perspective on the phenomenon of a teacher's pedagogical authority. It is argued that a teacher's pedagogical authority and student consent to pedagogical authority are complementary ways of sharing power in the classroom and bringing about a pattern of empowerment.", "publicationTitle": "Scandinavian Journal of Educational Research", "publisher": "", "place": "", "date": "August 2011", "volume": "55", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "403-424", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Scandinavian Journal of Educational Research", "DOI": "10.1080/00313831.2011.587325", "citationKey": "", "url": "http://ezproxy.lib.utexas.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=62667652&site=ehost-live", "accessDate": "2013-10-01T15:12:29Z", "PMID": "", "PMCID": "", "ISSN": "00313831", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "62667652", "rights": "", "extra": "", "tags": [ { "tag": "Finnish students", "type": 1 }, { "tag": "Pedagogical content knowledge", "type": 1 }, { "tag": "SELF-efficacy in teachers", "type": 1 }, { "tag": "TEACHER effectiveness", "type": 1 }, { "tag": "TEACHER role", "type": 1 }, { "tag": "Teacher leadership", "type": 1 }, { "tag": "Teaching Methods", "type": 1 } ], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/J64TM62P" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "W9SQXMZS", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/W9SQXMZS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/W9SQXMZS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Harjunen", "parsedDate": "2009", "numChildren": 0 }, "data": { "key": "W9SQXMZS", "version": 5, "itemType": "journalArticle", "title": "How do teachers view their own pedagogical authority?", "creators": [ { "creatorType": "author", "firstName": "Elina", "lastName": "Harjunen" } ], "abstractNote": "Authority, a fundamental part of the teaching–studying–learning process, is a problematic and poorly understood component of classroom life. It can be said, in practical terms, that pedagogical authority is constructed in classrooms, in teacher–student interaction and in the spirit of their physical presence, confidence, appreciation, responsibility and respect, and in the way they both relate to the content and norms. Based on the German Didaktik tradition and classroom interaction, an approach for the analysis of pedagogical authority is proposed providing an analytical tool for examining and understanding its constitutive elements and explaining its construction. It posits the existence of three types of interaction or relation from which pedagogical authority emanates: pedagogical interaction, deontic interaction and didactic interaction. Depending on how these relations are enacted in the classroom, they, in turn, may evolve into pedagogical authority. Data collected from four teachers’ interviews in Finnish comprehensive schools are analysed and some empirical evidence is provided to show the characteristics of these relations and how they construct this positive view of authority. More research on pedagogical authority resulting from these relations in classroom settings is needed to account for this critical educational phenomenon.", "publicationTitle": "Teachers and Teaching", "publisher": "", "place": "", "date": "2009", "volume": "15", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "109-129", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/13540600802661345", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1080/13540600802661345", "accessDate": "2013-10-01T15:55:35Z", "PMID": "", "PMCID": "", "ISSN": "1354-0602", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/CVW8X3PF" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "7T7VUTAD", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/7T7VUTAD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/7T7VUTAD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Fincher and Tenenberg", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "7T7VUTAD", "version": 5, "itemType": "conferencePaper", "title": "Warren's question", "creators": [ { "creatorType": "author", "firstName": "Sally", "lastName": "Fincher" }, { "creatorType": "author", "firstName": "Josh", "lastName": "Tenenberg" } ], "abstractNote": "In this paper, we present an extended examination of a specific, single, instance of transfer of teaching practice. The investigation uses a combination of interpretative analytic techniques from critical literary studies, and grounded theory. From this analysis we make conjectures about some of the ways in which educators change their teaching practice and suggest that these natural practices hold a challenge both for computing education research and educational development.", "proceedingsTitle": "Proceedings of the third international workshop on Computing education research", "conferenceName": "", "publisher": "ACM", "place": "New York, NY, USA", "date": "2007", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "51–60", "series": "ICER '07", "seriesNumber": "", "DOI": "10.1145/1288580.1288588", "ISBN": "978-1-59593-841-1", "citationKey": "", "url": "http://doi.acm.org/10.1145/1288580.1288588", "accessDate": "2013-06-11T14:37:34Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ACM Digital Library", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/4WCKN5H9" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "XXCPFTGA", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/XXCPFTGA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/XXCPFTGA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Fincher et al.", "parsedDate": "2012-10-03", "numChildren": 0 }, "data": { "key": "XXCPFTGA", "version": 5, "itemType": "journalArticle", "title": "Stories of Change: How Educators Change Their Practice", "creators": [ { "creatorType": "author", "firstName": "Sally", "lastName": "Fincher" }, { "creatorType": "author", "firstName": "Brad", "lastName": "Richards" }, { "creatorType": "author", "firstName": "Janet", "lastName": "Finlay" }, { "creatorType": "author", "firstName": "Helen", "lastName": "Sharp" }, { "creatorType": "author", "firstName": "Isabel", "lastName": "Falconer" } ], "abstractNote": "Innovative tools and teaching practices often fail to be adopted by educators in the field, despite evidence of their effectiveness. Naïve models of educational change assume this lack of adoption arises from failure to properly disseminate promising work, but evidence suggests that dissemination via publication is simply not effective. Instead of studying the adoption or rejection of a particular intervention, this paper turns the problem around. We asked educators to describe changes they had made to their teaching practice and analyzed the resulting stories to learn more about: the kinds of changes being made, their motivations for changing their practice, and the means by which they learned of pedagogical innovations. Of the 99 change stories analyzed, only three demonstrate an active search for new practices or materials on the part of teachers, and published materials were consulted in just eight of the stories. Most of the changes occurred locally, without input from outside sources, or involved only personal interaction with other educators. These results have important implications for educational developers, or researchers wishing to propagate information about new teaching materials or techniques.", "publicationTitle": "Proceedings of ASEE/IEEE Frontiers in Education Conference", "publisher": "", "place": "", "date": "3-6 October 2012", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "pp 185-190", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/447CRZ7B" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "JDXZG3HR", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/JDXZG3HR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/JDXZG3HR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "d'Apollonia and Abrami", "numChildren": 0 }, "data": { "key": "JDXZG3HR", "version": 5, "itemType": "journalArticle", "title": "Navigating Student Ratings of Instruction", "creators": [ { "creatorType": "author", "firstName": "Sylvia", "lastName": "d'Apollonia" }, { "creatorType": "author", "firstName": "Philip", "lastName": "Abrami" } ], "abstractNote": "Many colleges and universities have adopted the use of student ratings of instruction as one (often the most influential) measure of instructional effectiveness. In this article, the authors present evidence that although effec- tive instruction may be multidimensional, student ratings of instruction measure general instructional skill, which is a composite of three subskills: delivering instruction,\nfacilitating interactions, and evaluating student learning. The authors subsequently report the results of a meta- analysis of the multisection validity studies that indicate that student ratings are moderately valid; however, ad- ministrative, instructor, and course characteristics influ- ence student ratings of instruction.", "publicationTitle": "American Psychologist", "publisher": "", "place": "", "date": "", "volume": "52", "issue": "11", "section": "", "partNumber": "", "partTitle": "", "pages": "1198-1208", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/WJHRSBK4" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "7NBKSBD7", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/7NBKSBD7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/7NBKSBD7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Campbell and Bozeman", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "7NBKSBD7", "version": 5, "itemType": "journalArticle", "title": "The Value of Student Ratings: Perceptions of Students, Teachers, and Administrators", "creators": [ { "creatorType": "author", "firstName": "Judith P.", "lastName": "Campbell" }, { "creatorType": "author", "firstName": "William C.", "lastName": "Bozeman" } ], "abstractNote": "Colleges and universities invest time, personnel, and money into the process of student evaluations of faculty. These data provide only one measure of evaluating the quality and effectiveness of instruction. This research responded to the lack of emphasis on more effective use of the data for the purpose of improving teaching effectiveness by questioning the opinions and practices of students, faculty, and administrators. More importantly, this research questioned the value of student ratings of teaching: Is the effort of doing student evaluations worth the institutional investment or is it simply a routine process which has little or no effect on improving teaching?", "publicationTitle": "Community College Journal of Research and Practice", "publisher": "", "place": "", "date": "2008", "volume": "32", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "13-24", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/NVX4777T" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "ENVAB9KU", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/ENVAB9KU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/ENVAB9KU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Beran et al.", "parsedDate": "2005", "numChildren": 0 }, "data": { "key": "ENVAB9KU", "version": 5, "itemType": "journalArticle", "title": "The Utility of Student Ratings of Instruction for Students, Faculty, and Administrators: A \"Consequential Validity\" Study", "creators": [ { "creatorType": "author", "firstName": "Tanya", "lastName": "Beran" }, { "creatorType": "author", "firstName": "Claudio", "lastName": "Violato" }, { "creatorType": "author", "firstName": "Don", "lastName": "Kline" }, { "creatorType": "author", "firstName": "Jim", "lastName": "Frideres" } ], "abstractNote": "Students, faculty and administrators at a major Canadian university were surveyed to investigate the utility or \"consequential validity\" of student ratings of instructors. Of the 1,229 (approximately equal number of males and females) students and alumni, about half (52%) indicated that they had never used the ratings, but of those who did use it, many (47%) reported using it several times to select courses and/or instructors. The majority (84%) of faculty members (n = 357) gave favorable responses about the usefulness of student ratings for improving quality of teaching. Paradoxically, even though faculty members were positive about the student ratings, they did not generally use them to make changes in their teaching. The majority (87%) of administrators (n = 52) stated that they use the student ratings for various purposes including decisions about faculty merit and tenure. Students, faculty and administrators considered the overall course instruction to be the most useful type of information derived from the student ratings. The results of the present study indicate that while the utility of data from student ratings of instructors is quite variable, there is evidence of \"consequential validity\" particularly from administrators.", "publicationTitle": "The Canadian Journal of Higher Education", "publisher": "", "place": "", "date": "2005", "volume": "XXXV", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "49-70", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/B72WN6Z3" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "X7E9DBSH", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/X7E9DBSH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/X7E9DBSH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Baum and Brown", "parsedDate": "1980-09-01", "numChildren": 0 }, "data": { "key": "X7E9DBSH", "version": 5, "itemType": "journalArticle", "title": "Student and faculty perceptions of teaching effectiveness", "creators": [ { "creatorType": "author", "firstName": "Paul", "lastName": "Baum" }, { "creatorType": "author", "firstName": "William W.", "lastName": "Brown" } ], "abstractNote": "Omnibus measures of teaching effectiveness can be viewed as weighted combinations of more narrowly defined traits describing the teaching process. Our study was designed to determine whether students and faculty weight such traits differently in forming their respective perceptions of effective teaching. Students and faculty within the School of Business and Economics at CSUN were surveyed regarding their assessment of ideal teaching effectiveness in courses where the predominant mode of presentation is lecture. Ten traits depicting various aspects of teaching were selected and each respondent was asked to distribute 100 points across the 10 according to their view of each trait's relative importance in determining effectiveness. The results indicate that there are, indeed, significant differences in student and faculty assessments. Regression analysis of individual trait weighting on demographic variables such as age, sex, field of specialization, etc., produced generally low, insignificant coefficients of determination for both students and faculty. This observed invariance of the respective perceptions of each group across differing combinations of demographic characteristics provides evidence that students and faculty adopt fundamentally different criteria in evaluating teaching effectiveness.", "publicationTitle": "Research in Higher Education", "publisher": "", "place": "", "date": "1980/09/01", "volume": "13", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "233-242", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Res High Educ", "DOI": "10.1007/BF00991824", "citationKey": "", "url": "http://link.springer.com.ezproxy.lib.utexas.edu/article/10.1007/BF00991824", "accessDate": "2013-09-20T21:36:48Z", "PMID": "", "PMCID": "", "ISSN": "0361-0365, 1573-188X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "link.springer.com.ezproxy.lib.utexas.edu", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Developmental psychology", "type": 1 }, { "tag": "Education (general)", "type": 1 }, { "tag": "Education Research", "type": 1 }, { "tag": "Pedagogic Psychology", "type": 1 } ], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/CQRPGX8K" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } }, { "key": "C9F97GUW", "version": 5, "library": { "type": "group", "id": 234372, "name": "AllLeciaStuff", "links": { "alternate": { "href": "https://www.zotero.org/groups/allleciastuff", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/234372/items/C9F97GUW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/allleciastuff/items/C9F97GUW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Alhija and Fresko", "parsedDate": "2009-03", "numChildren": 0 }, "data": { "key": "C9F97GUW", "version": 5, "itemType": "journalArticle", "title": "Student evaluation of instruction: What can be learned from students’ written comments?", "creators": [ { "creatorType": "author", "firstName": "Fadia Nasser-Abu", "lastName": "Alhija" }, { "creatorType": "author", "firstName": "Barbara", "lastName": "Fresko" } ], "abstractNote": "Extensive research has been done on student ratings of instruction on closed-ended questionnaires, but little research has examined students’ written responses to open-ended questions. This study investigated the written comments of students in 198 classes, focusing on their frequency, content, direction, and consistency with quantitative ratings on closed-ended items. Results indicated that about 45% of the students wrote comments. Comments were more often positive than negative and tended to be general rather than specific. Written comments addressed dimensions similar to those identified in the closed-ended items, but they also related to unique aspects of the courses as well.", "publicationTitle": "Studies in Educational Evaluation", "publisher": "", "place": "", "date": "March 2009", "volume": "35", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "37-44", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Studies in Educational Evaluation", "DOI": "10.1016/j.stueduc.2009.01.002", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0191491X09000066", "accessDate": "2013-08-16T19:28:44Z", "PMID": "", "PMCID": "", "ISSN": "0191-491X", "archive": "", "archiveLocation": "", "shortTitle": "Student evaluation of instruction", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H8MSH5IT" ], "relations": { "owl:sameAs": "http://zotero.org/groups/174548/items/XEZPJB93" }, "dateAdded": "2013-11-27T18:18:43Z", "dateModified": "2013-11-27T18:18:43Z" } } ]