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  • Articles  (6)
  • evaluation  (3)
  • teacher evaluation  (3)
  • Springer  (6)
  • American Institute of Physics
  • Cell Press
  • 2010-2014
  • 2005-2009
  • 1985-1989
  • 1975-1979  (6)
  • 1945-1949
  • 2007
  • 2005
  • 1987
  • 1978  (1)
  • 1976  (5)
  • Nature of Science, Research, Systems of Higher Education, Museum Science  (6)
  • Architecture, Civil Engineering, Surveying
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  • Articles  (6)
Source
Keywords
Publisher
  • Springer  (6)
  • American Institute of Physics
  • Cell Press
Years
  • 2010-2014
  • 2005-2009
  • 1985-1989
  • 1975-1979  (6)
  • 1945-1949
Year
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  • 1
    Electronic Resource
    Electronic Resource
    Relationships of research and teaching: Implications for faculty evaluation (1976)
    Springer
    Research in higher education 5 (1976), S. 1-13 
    Details
    ISSN: 1573-188X
    Keywords: research ; teaching ; evaluation ; scientists
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper reports on research involving 23 “hard science” disciplines at a mid-western university. The data show a strong belief that research and teaching are complementary. Despite this, when it comes to time allocation, tradeoffs are necessary between the two functions. More time devoted to teaching is often detrimental to production of research output. More time was spent in research by higher performing researchers because they are more interested in that activity and rewards are attached to it. Administratively, evaluations tend to influence the direction faculty choose to follow. If teaching is to be restored to status equal with research, then the evaluation system must be changed to account for time input, and significant rewards for teaching must be offered.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00991956
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    Course effect vs. teacher effect on students' ratings of teaching competence (1976)
    Springer
    Research in higher education 5 (1976), S. 345-350 
    Details
    ISSN: 1573-188X
    Keywords: evaluation ; teaching ; students ; courses
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The significance of the “course effect” as well as the “teacher effect” on the student rating of teaching competence was assessed using analysis of variance. The results show that the significance of the former is quite considerable.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00993433
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  • 3
    Electronic Resource
    Electronic Resource
    Perceptions of faculty evaluation in the soft sciences: A case study (1976)
    Springer
    Research in higher education 5 (1976), S. 159-170 
    Details
    ISSN: 1573-188X
    Keywords: evaluation ; administration ; research ; teaching
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract There has been considerable debate on the evaluation of faculty performance by administrators. Much of the research has focused on the “publish or perish” issue on a university-wide basis rather than considering differences between disciplines which might invalidate the effectiveness of a global evaluation policy. This paper is a case study of three areas (Business, Psychology, and Sociology/Anthropology) at Kansas State University. Significant differences were found in the orientations of the different areas and in the criteria that are being used and that should be used (according to the respondents) for performance evaluation. Despite the significant differences in the departments' orientations, all of the faculty tended to agree strongly that teaching should be an important evaluative criterion.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00992009
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  • 4
    Electronic Resource
    Electronic Resource
    Effect of sex, class standing, and academic performance on perceived importance of teacher behaviors (1976)
    Springer
    Research in higher education 5 (1976), S. 215-222 
    Details
    ISSN: 1573-188X
    Keywords: teacher evaluation ; teacher behaviors
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract An implicit assumption made in most teaching evaluation instruments is that teaching behaviors are equally important to students. Using specific teacher behaviors which have appeared in a number of teaching assessment devices, the importance of teacher behaviors questionnaire (ITB) was constructed to measure students' perceptions of the importance of selected teacher behaviors. Data collected from 105 college students were utilized in the present study for the following purposes: (a) to determine if there are differences among students' ratings of teaching behaviors in terms of importance and (b) to determine if the ratings of importance given to selected teacher behaviors vary according to students' sex, class standing, or academic performance. Results of the study indicated that there were significant differences in perceived importance of selected teacher behaviors. Furthermore, it was found that ratings of some of these behaviors tended to vary across sex groups. Implications for utilizing importance information as a weighting component in teaching evaluations are discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00991964
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  • 5
    Electronic Resource
    Electronic Resource
    Attitudes toward teachers as a function of student academic self-concept (1976)
    Springer
    Research in higher education 4 (1976), S. 41-58 
    Details
    ISSN: 1573-188X
    Keywords: course evaluation ; teacher evaluation ; student-teacher relationships
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The evaluative dimensions students used in assessing their academic self-concept were correlated with judgmental dimensions students utilized in evaluating teachers by means of a stepwise multiple regression analysis. All students evaluated themselves as students in terms of academic skill and ability, interpersonal effectiveness, and quality of scholastic involvement. College students also evaluated themselves on self-confidence and style of intellectual inquiry, while high school students evaluated themselves on their tolerance. All students judged teachers on the dimensions of student/teacher rapport, communicative style, instructional style, and stimulation. Dimensions of student academic self-concept were significantly related to students' judgments of teaching: student interpersonal effectiveness was found to be the most significant overall predictor of high school students' attitudes toward teachers, whereas a student's assessment of his academic abilities was the major predictive variable among college students. Student sex was not a significant predictor of students' attitudes toward teachers except for the dimension of student/teacher rapport among college students, with females rating teachers significantly higher on this dimension than males.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00991460
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  • 6
    Electronic Resource
    Electronic Resource
    The effects of feedback from students to university instructors: An experimental study (1978)
    Springer
    Research in higher education 9 (1978), S. 303-318 
    Details
    ISSN: 1573-188X
    Keywords: teacher evaluation ; student feedback ; student ratings ; effectiveness of evaluation
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This article reports the results of an experimental study of the effects of students' evaluative feedback to university instructors. Data obtained indicated that feedback from students did not have any significant effects on the instructors' teaching performance and their perception of teaching. Some limitations of the study are discussed with suggestions for further exploration of the problem.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00991403
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    Paper (German National Licenses)
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