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Dissertations / Theses on the topic 'Student Evaluation Teachers'

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Published: 4 June 2021

Last updated: 5 February 2022

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1

Todoroff, Ryan. "Student perceptions of formative teacher evaluation putting the student back in student evaluations /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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2

Wyandt, Beth A. "Teachers' Dispositions toward the Ohio Teacher Evaluation System." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952.

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3

Suwanarak, Kasma. "Effectiveness of student rating forms of teacher evaluation : perceptions of Thai university students and teachers." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438362.

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4

Sanford, Katherine Jane. "Caught in the mixed messages of evaluation, teachers evaluating student writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21666.pdf.

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5

Khan, Ahmed S. "Students' perceptions of the importance of the faculty dimensions of technical currency, teaching techniques, and commitment to student success for their learning/success in a technology based baccalaureate program." Access citation, abstract and download form; downloadable file 5.75 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131678.

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6

Hutto, Rodney Dean. "Teacher evaluation and development and student performance." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008259.

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7

Anderson, S. Eric (Steven Eric). "The Relationship Between Student Evaluation of Instruction and Selected Predictors." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278530/.

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The study attempted to determine the relationship between student evaluation of instruction and institutional performance ratings with the following predictors: faculty job satisfaction, faculty attitudes toward the evaluation process, faculty attitudes toward factors associated with the evaluation process, and faculty characteristics.

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8

Bush, Brandon. "Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984136/.

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The purpose of the study was to determine the validity and reliability of a revised observation and evaluation instrument of middle and secondary pre-service clinical teaching to be used as part of the clinical supervision cycle and for formative purposes. The North Texas Appraisal of Classroom Teaching (NTACT) serves as a performance assessment tool utilized by a south-central university-based educator preparation program for the evaluation and supervision of pre-service teachers during their last semester of their program. The researcher piloted and field-tested a redesigned observation and evaluation instrument (NTACT-V2) on observer participants with varying educational experiences in the south-central region. To accumulate evidence of validity and reliability, this study employed methods of factor analysis and generalizability study for developing a valid and reliable instrument to guide the refinement process of the NTACT observation and evaluation instrument. Some of the significant conclusions reached in this study were (a) the NTACT-V2 is a practical, user-friendly classroom observation and evaluation instrument; (b) the instrument refined and developed in this study exhibits appropriate content, face, and criterion validity as determined by a panel of experts and an extensive review of the literature; and, (c) a variety of observers can use the evaluation instrument with relative ease while achieving a high degree of reliability.

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9

Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.

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10

Chan, Sum-yee Cynthia. "The impact of teacher appraisal by students on schooling : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034918.

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11

Jones, Jay R. "Assessing student teacher perceptions of preparedness using a dialogic evaluation process a pilot study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5898.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.

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12

Dickey, David Louis. "Recency effect in university student evaluation of faculty instruction." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000001.

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13

Gall, Annette Rashid. "Faculty perceptions of the effects of student evaluations of teaching on higher education instructional practices and instructor morale." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=397.

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14

Sileo-Robinson, Lesley. "Volusia System For Empowering Teachers (VSET): Influence On Teacher Practice And Student Achievement." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5866.

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This study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the Volusia teacher work force and ultimately to improve student performance (School Board of Volusia County Team Volusia, Race to the Top application, 2011). This study focused on 14 pilot schools within one school district that implemented VSET as a new teacher evaluation system. The data used in this study were drawn from a multi-metric teacher assessment used in VSET and measures of student achievement. The VSET evaluation model consists of three metrics that are assigned according to the specific categories of a teacher. Two of the metrics, the professional growth plan rating and the educator observation rating are based on Charlotte Danielson's "Framework for Teaching" (Danielson, 2007). The third metric, the valued added score is a measure of the teacher's impact on student learning. The current study focused on determining if there was a correlation between teaching practice and student achievement and to what extent teaching practice was impacted by teacher self-selection of components for professional growth in the teacher evaluation model. The findings suggest that there is not a statistically significant and reliable relationship between the value added score and teacher practices across components, as assessed by VSET evaluators. Follow up analyses did, however, show that higher evaluator observation scores are associated with improved school grades, suggesting a relationship between teacher impact on student performance. The results support the assumption that the successful completion of the VSET professional development growth plan is associated with teacher's instructional practices in the identified component.
Ed.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education

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15

Goffi, Jeanne C. "Applied voice instruction : Constructing a measure for evaluating teacher effectiveness /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12026943.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Harold F. Abeles. Dissertation Committee: Lenore Pogonowski. Includes bibliographical references (leaves 104-108).

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16

Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.

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17

Beyers, James E. R. "Development and evaluation of an instrument to measure prospective teachers' dispositions with respect to mathematics." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 104 p, 2008. http://proquest.umi.com/pqdweb?did=1601234521&sid=11&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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18

Zong, Shiping. "The meaning of expected grade and the meaning of overall rating of instruction : a validation study of student evaluation of teaching with hierarchical linear models /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7608.

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19

Andrews, Christopher Daren. "Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6393.

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The purpose of this study was to understand how teachers define student self-assessment (SSA), why teachers use or do not use SSA, and to explore how beliefs might influence teachers' reasons for using SSA or not. This study used Ajzen's theory of planned behavior to explore the relationships between teachers' stated beliefs about SSA and reasons for using or not using SSA. I interviewed seven teachers from one high school in the Intermountain West and found that five of the seven teachers in this study used SSA. I found that these teachers' definitions of SSA varied between formative and summative approaches. The way teachers defined SSA appeared to influence their implementation of SSA, as well as their reasons for using or not using SSA. I also found that beliefs associated with student outcomes (e.g., student cognitive and skill growth, student motivation) were usually indicators for using SSA. However, beliefs about resources (e.g., time to implement, good models) and concerns about students' ability to self-assess were typically associated with not using SSA. For those studying this issue, or schools or districts intending to implement forms of SSA, a "one-size-fit-all" approach is not recommended. A more effective approach for moving research to practice would be to start with how teachers are defining SSA, and then individually address their reasons and beliefs surrounding SSA.

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20

Valli-Marill, Joanne. "An examination of how faculty in higher education use student evaluations of teaching." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1417816601&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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21

Kishor, Nand. "Cognitive strategies in judgment : the effect of purpose, cue dimensionality, and cognitive complexity on student evaluation of instructors." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27363.

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This investigation focused on describing cognition in performance judgment of teaching in higher education. The influence of appraisal purpose and cue dimensionality was observed on subjective importance and utilization of information. Information integration strategies were examined in relation to purpose and cognitive complexity. Exploratory analysis focused on the measurement of good instructor schema profiles, and on the effect of cognitive complexity on halo in performance ratings. Seventy subjects were assigned randomly to two purpose conditions in the experiment: summative and formative judgment. Two questionnaires, two rating tasks, and a Role Construct Repertory grid were adminstered for data collection. The data were analyzed through regression modeling at the individual level and via analysis of variance procedures at the group level. The results indicate that the impact of cue dimensions is strong on subjective importance and utilization of information but varies with the purpose of appraisal. Raters valued and utilized trait information more than behavior information in evaluation required for personnel decisions. Where evaluation was feedback on the quality of teaching and expressed the need for improvement, raters utilized behavior information more than trait information. This pattern of information utilization suggests that saliency of information in performance judgment is a function of purpose and cue dimensionality, and that appraisal purpose has an effect on raters' cognition through schematic processing. The results also show that the use of varied strategies in mentally integrating dimensions of information is affected by raters' cognitive complexity. Although subjects mainly used compensatory strategies, the complex individuals used noncompensatory strategies as well. Exploratory analysis shows that cognitive complexity also affects halo in rating judgments. The findings seem to support the validity of student rating of instructors, and the utility of cognitive complexity construct in understanding performance judgment. It is suggested that the influence of schematic processing and cue saliency be addressed in further theorizing and research on performance judgment. As well, the inclusion of purpose of judgment and developmental constructs, such as cognitive complexity, is recommended for theorizing and research on judgment processes.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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22

Hall, Courtney A. "Evaluation of pre-service teachers' perceptions of water resources concepts." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339148.

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This study has examined the perceptions, knowledge and attitudes of pre-service teachers prior to and after a Project WET workshop within their science education and science methods courses at Ball State University. The attitudes and opinions of the pre-service teacher study group were compared to a pre-service teacher control group before and after the workshop. There is evidence to support that those who are exposed to Project WET will have increased knowledge and changed attitudes about water resources. This study found that teaching styles of instructors as well as the activities they choose can affect what is learned in a workshop by the participants. It was also found that pre-service teachers who participate in an environmental education workshop, such as Project WET, are more likely than those who do not participate in such a workshop to report that they felt more confident in their ability to teach science and that they plan to use the materials they received in the future.
Department of Natural Resources and Environmental Management

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23

Cruz, Justina Diaz. "A comparison of perceived credibility of evaluation sources in university organizations." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/763.

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24

Tsui, Chung-kwan Paul. "An evaluation of classroom management through expert-novice comparison : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17947455.

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25

Grahek, Myranda Marshall Linda L. "Personality and rater leniency comparison of broad and narrow measures of conscientiousness and agreeableness /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3668.

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26

Tso, Siu-man Simon. "Student rating in teacher appraisal : the views and concerns of teachers in Hong Kong aided secondary schools /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304750.

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27

Whalen, Angela J. "The effect of direct teacher involvement in formative evaluation of student progress on student attainment of critical early literacy outcomes /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045099.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 95-98). Also available for download via the World Wide Web; free to University of Oregon users.

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28

Ciereszko, Ana Alejandre. "Student ratings of instruction in a community college : effects of student and faculty ethnicity." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/2364.

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Purpose: The purpose of this study is to explore the relationship between student and faculty ethnicity and possible effects upon student ratings of faculty performance in an urban community college setting characterized by extensive ethnic diversity. Problem: Though many variables on student ratings of instruction have been studied in the past, studies of the effects of student and faculty ethnicities on student ratings at the post secondary level have not been conducted. As increased numbers of minority students embark on post secondary studies, the question arises as to whether these students perceive instructors and their efforts in the classroom differently than traditional students. Methodology: A survey-type instrument, the Student Feedback Questionnaire, was developed at Miami-Dade Community College and administered to students enrolled in randomly selected English composition courses (N=948 students, 72 instructors). Factor analysis was conducted on the instrument and the relationship of these factors with student and faculty ethnicity was examined by means of multivariate analysis of variance. Instructors were separated into higher and lower rated groups according to a total score obtained from the instrument. Differences on student ratings for these two groups according to student and instructor ethnicity were examined. Findings: The following factors were obtained: Factor 1: Focus on the Individual Factor 2: Competence in Classroom Factor 3: Approach to Material Factor 4: Grading Policy Factor 5: Listening to Students Factor 6: Clarity in Course Objectives Factor 7: Fairness of Exams Factor 8: Active Learning Hispanic faculty were rated less favorably by white non-Hispanic students for Factor 2, Factor 3, and Factor 5. For Factor 5, Hispanic students rated white non-Hispanic faculty lower than black students. For higher rated instructors there were no significant differences in ratings according to student ethnicity. For lower rated instructors, students of the same ethnicity as their instructor did not give significantly different ratings than other students. Student gender was significant for both higher and lower rated instructors, with males giving significantly worse scores.

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29

Palmer, Jason S. "Performance Incentives, Teachers, and Students: Estimating the Effects of Rewards Policies on Classroom Assessment Practices and Student Performance." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1024404726.

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Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xiv, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Mary K. Marvel. Includes bibliographical references (p. 150-169).

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30

Tso, Siu-man Simon, and 曹紹民. "Student rating in teacher appraisal: the views and concerns of teachers in Hong Kong aided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961174.

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31

Rogers, Eric Paul. "Scale Construction and Halo Effect in Secondary Student Ratings of Teacher Performance." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd910.pdf.

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32

Neider, Xyanthe Nicole. "Evaluation criteria in online courses : student and instructor perceptions /." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Fall2005/x%5Fneider%5F111105.pdf.

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33

Prizovskaya, Victoria. "Identifying New Jersey Teachers? Assessment Literacy as Precondition for Implementing Student Growth Objectives." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287402.

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The Student Growth Objectives are assessments created locally or by commercial educational organizations. The students’ scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher’s effectiveness. The Danielson Model for Teaching and Learning supports the idea that assessment literate teachers are highly effective. The purpose of this quantitative causal-comparative study was to identify New Jersey teachers’ competence in student educational assessments. Prizovskaya measured teachers’ assessment literacy level between different groups based on subject taught, years of experience, school assignment and educational degree attained. The data collection occurred via e-mail. Seven hundred ninety eight teachers received an Assessment Literacy Inventory survey developed by Mertler and Campbell. Eighty-two teachers fully completed the survey (N=82). The inferential analysis included an independent-sample t test, One-Way Analyses of Variances test, a post hoc, Tukey test and Welch and Brown-Forsythe tests. The results of this study indicated teachers’ overall score of 51% on entire instrument. The highest overall score of 61% was for Standard 1, Choosing Appropriate Assessment Methods (M = 0.61, SD = 0.23). The lowest overall score of 39% (M = 0.39 and SD = 0.24) was for Standard 2, Developing Appropriate Assessment Methods. The conclusion of this study was that New Jersey teachers demonstrated a low level of competence in student educational assessments. In general, the teacher assessment literacy did not improve during the last two decades. Keywords: assessment literacy, teacher evaluation, student assessment, effective teaching

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34

Campbell, Judith Prugh. "EVALUATING TEACHER PERFORMANCE IN HIGHER EDUCATION:THE VALUE OF STUDENT RATINGS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3032.

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The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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35

Cabral, Robin Morales. "Student learning behaviors and intervention practices cited among Midwestern teachers referring bilingual CLD students for special education evaluation." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/932.

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36

Top, Ercan. "Evaluation Of Preservice Foreign Language Teachers&#039." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/1063676/index.pdf.

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This study evaluated Department of Foreign Language Education students&
#65533
perceptions on technology competence in regard to National Educational Technology Standards for Teachers (NETS-T) developed by International Society for Technology in Education (ISTE), in Middle East Technical University, in Ankara, Turkey. The NETS-T&
#65533
s six sub standards -technology operations and concepts
planning and designing learning environments and experiences
teaching, learning, and the curriculum
assessment and evaluation
productivity and professional practice
social, ethical, legal, and human issues- were investigated in the study. 383 students participated in the study. 103 of them were freshmen, 98 of them were sophomores, 96 of them were juniors, and 86 of them were seniors. Besides, 96 of them were males, while 287 of them were females. This study was designed as a cross-sectional survey study. In order to collect the data, a survey, consisted of 44 Likert type, five point scale items, was developed by the researcher. The study results show that except for &
#65533
technology operations and concepts&
#65533
for which male students&
#65533
perceptions were higher than female students&
#65533
perceptions there was no significant difference between male and female students. There was no significant difference in &
#65533
technology operations and concepts&
#65533
across grade levels. There were no significant differences between freshmen&
#65533
s and sophomores&
#65533
perceptions for all of the sub-standards. In general, juniors&
#65533
perceptions on the competence of NETS-T were higher than freshmen&
#65533
s and sophomores&
#65533
perceptions, and seniors&
#65533
perceptions were higher than all of the other grade levels&
#65533
perceptions. As a result, the findings of the study indicated that students&
#65533
perceptions related with their competencies in the NETS_T needs to be increased.

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37

Longchamp, Juliette Cavanaugh. "The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/734.

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Teacher evaluation is changing in the United States, primarily due to federal policies requiring that measures of student growth be embedded within teacher evaluation systems. Student Learning Objectives (SLOs) emerged as one way to measure teacher effectiveness. SLOs are teacher-developed goals for student achievement that reflect student learning and growth over a specified time period. Each state or district utilizing SLOs in teacher evaluation implements SLOs in a different way, and the details of SLO implementation affect the extent to which teaching is improved. This grounded theory research study investigated the influence of SLOs on teachers and teaching. The researcher interviewed 20 teachers from six regions of the United States. This research identified three dimensions of SLO implementation that influence SLOs' effect: School Leadership, School Climate and Teacher Agency. These dimensions are explored in this research, resulting in recommendations that would serve to enhance the benefits of SLOs on teachers and teaching. Additionally, future research suggestions are noted to add to the growing body of research on SLOs.

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38

Ntsaluba, Doris Nomonde. "An evaluation of the effectiveness of Walter Sisulu University's teaching practice as a context for student teachers' competence development." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1007761.

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This study was aimed at evaluating the effectiveness of teaching practice as a context for the development of student teachers’ competences at Walter Sisulu University. The study was necessitated by the lack of information on whether teaching practice really provides an effective context or not. A literature study focusing on planning of teaching practice, preparation of student teachers for teaching practice, placement of student teachers for teaching practice, mentoring during teaching practice as well as supervision and assessment of teaching practice was conducted. The activity and situated learning theories provided a theoretical framework for studying teaching practice. The mixed-methods approach consisting of quantitative and qualitative approaches was used and data was collected through questionnaires and focus group discussions. The participants in the study were: thirty (30) student teachers in their third year of study; ten (10) host teachers who were hosting student teachers at the time of data collection for this study and ten (10) university supervisors responsible for teaching practice supervision. Data from closed-ended questionnaire items were analysed statistically. Frequencies and percentages were derived. Content analysis was used to analyse qualitative data. The results of the study revealed that there was a serious lack of communication between the university and the schools used for teaching practice and as a result student teachers were subjected to a wide range of treatment when they arrived at the schools. The findings also showed that student teachers were inadequately prepared for teaching practice. Student teachers were faced with serious challenges with regard to placement and there was no common programme of mentoring. The schools, as a result, did not provide a sufficiently-appropriate environment for teaching practice to become an effective context for student teachers‘ competence development. The recommendations made include suggestions for the improvement of the general organisation of teaching practice with the university and the schools working as partners in all the activities of teaching practice. The introduction of a formal programme for the preparation of student teachers for teaching practice is suggested and a teaching practice model is also proposed.

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39

Chan, Sum-yee Cynthia, and 陳心意. "The impact of teacher appraisal by students on schooling: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957717.

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40

Larsen, Peter Devon. "Teacher clarity as a critical variable in the training and evaluation of mathematics teachers, and as a variable associated with student achievement /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487263399024931.

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41

Zikhali, Edson. "An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/651.

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The student teacher mentoring programme (STMP) has been an important feature of the Zimbabwean teacher education landscape since 1995. However, this programme has not been evaluated and thus the need for this article, which seeks to evaluate the implementation of the STMP in Zimbabwe. Data were collected through responses to checklists and questionnaires by ten lecturers and sixteen mentors; fifteen student teachers responded to questionnaires, and two school heads were interviewed. The main findings are that: (1) the STMP is being implemented through the key elements (mentors, student teachers and the mentoring context); (2) while the key participants are playing their part in the STMP, the latter is not being effectively implemented because of lack of funding. This has negatively impacted on the STMP, resulting in low mentor morale. In the recommendations it is urged that the status of the mentor is recognised, in a bid to boost the STMP.

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Hoelzle, Joseph T. "A causal comparative study of performance pay for teachers in Ohio: Does performance pay affect student and teacher performance?" Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530190387268275.

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Pradere, Steven. "Effective staff development connected to increased student achievement." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3258839.

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Klassen, James E. (James Edward). "The Effect of Age or Previous Post-Secondary Experience on Student Evaluation of Instruction." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279073/.

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The increase in the number of nontraditional aged undergraduate students (25 yrs. and older) and students transferring between post-secondary institutions has raised the question of whether effective instruction is viewed the same by these different groups of students. This study addressed this question by analyzing the responses of these different groups to 23 instructional questions on a standard faculty evaluation form.

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Mitchell, Richard A. Jr. "Using Cross-visitation to Elicit Collaborative Inquiry among Teachers and a Building Administrator to Improve Student Achievement." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784597.

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The research presented in this study examined what happened when I, as a building administrator, created and supported opportunities for teachers to emerge as leaders with the capacity to support each other, how my engagement with teachers as a building administrator promoted collaborative leadership and learning, and how making the classroom a site for collaborative inquiry influenced the professional learning of four teachers, and myself. These foci were studied through a constructivist framework in which we learned together to collectively improve our practice. Three rounds of collaborative classroom cross-visitations took place through a high school semester in which two math teachers, and two English teachers visited each other’s classrooms with myself, as a building administrator, present. Each round included a pre-conference and a post-conference. Data suggests that the teachers and I benefitted from the process professionally. Additionally, I, as a building administrator, benefitted by learning to observe and evaluate teachers more effectively, while building important professional relationships which enhanced my ability to collaborate in constructing a cohesive community of educators within the research site. Further, logistical records taken from the study illustrate the need for careful and deliberate planning toward the sustainability of any cross-visitation program. The research illustrates the importance of the development of teacher-leaders, and of establishing a program through which teachers can visit each other’s classrooms with a building administrator so that all parties can learn from each other in a generative and collaborative manner.

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Kincaide-Cunningham, Cora E. "The Impact of Professional Learning Communities on Student Achievement at an Underperforming School| Teachers' and Administrators' Perceptions." Thesis, Trident University International, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636650.

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This three-article dissertation contains three approaches to the topic of professional learning communities and their impact on student achievement. Article I is a synthesis of the literature related to the purpose of professional learning communities. Implications in educational settings are also presented in this article. The context of the review acknowledges the role of constructivism as the theoretical basis for the participation of teachers in professional learning communities, and highlights the significance of the problem. Article II describes a qualitative case study which explores data collected from teachers (via survey, N=35) and administrators (via in-person interviews, N=3) about the implementation and impact of a professional learning community at an underperforming school. Article III provides a training manual that may be utilized to revise and expand a pilot model of professional learning communities in an elementary school.

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Schellhase, Kristen Couper. "Are approaches to teaching and/or student evaluation of instruction scores related to the amount of faculty formal eduational coursework?" Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002767.

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Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.

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Lin, Xiaochun, and 林晓纯. "Perceptions of master of education students on evaluation of teaching : a study of the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209652.

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The student evaluation of teaching is a crucial method to evaluate the teaching effectiveness and widely used in most universities and colleges all over the world. There are large literatures related to the student evaluation of teaching. However, less research focused on the students and even the taught postgraduate students’ perceptions. As such, the purpose of the current study was to explore and understand the Master of Education students’ perceptions on the teaching evaluation. Specifically, this study set out to identify their expectations and motivations on the teaching evaluation. In total, 15 MEd students at the University of Hong Kong participated in individual interviews in an effort to identify their own opinions on the teaching evaluation including willingness, expectation and motivations, as well as the items of evaluation form. In doing so, the study revealed that most students were willing to do the evaluation, but they couldn’t get any follow up actions next. The motivations for them to rate teaching is that they believed the evaluations were meaningful and as a chance for them to express their personal ideas. Furthermore, the findings demonstrated that students’ evaluations were related to their expectation and personal feelings on the course and teachers.
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Education
Master
Master of Education

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Reid, Hannah Marie. "Teacher Self-Identity: A Narrative Inquiry Into the Lives of Teachers and the Influences on Their Interactions with Students." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1500045350342949.

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