Browsing by Subject "College teachers"
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Item A model of college instructors' demandingness and responsiveness and effects on students' achievements outcomes(Texas Tech University, 2003-08) Mullen, GayleThis study attempted to answer the question, "How do students' perceptions of the demandingness and responsiveness of instructors directly and indirectly affect students' achievement outcomes in their college classes through the psychological components of motivation and use of metacognitive strategies?" This question is based on studies conducted by Baumrind (1971, 1991) that identified correlations between the demandingness and responsiveness of parents and adolescent behavior, and Williams (2000) who examined the relationships between demandingness and responsiveness of advisors and graduate students' experiences. It is also based on research about the components of self-regulation and the roles these factors play in students' academic achievement. Using a survey instrument to measure students' perceptions of learning, satisfaction, motivation, use of metacognitive strategies, and instructors' demandingness and responsiveness, analysis of the data was then conducted using SPSS and LISREL.8. Latent variables of responsiveness, motivation, metacognitive strategy use, and students' achievement outcomes were defined by three observed variables each. The latent construct of demandingness was represented by one observed variable. Although the observed variables measuring demandingness should be expanded, the results of this study did find latent variables were well defined by the observed variables and that relationships did exist between the latent variables as predicted. Responsiveness and demandingness of college instructors also appeared to influence, directly and indirectly, the achievement outcomes of students. Areas that need further research include examining the relationship between demandingness and responsiveness as well as studies of samples in which there is a larger variability in students' grades so that problems in these areas could be investigated more thoroughly. This study is important because improvement in instructors' teaching will benefit students. If the results of the study can help identify the processes used by academically successful learners, instructors may be able to adopt methods of teaching that will assist students to succeed in this environment. Creating an environment in which instructors' set high expectations for students while nurturing and supporting students, should increase students' satisfaction and learning in the college course and add to the knowledge base about students' motivation and use of metacognitive strategies leading to positive achievement outcomes.Item A study of factors of effective teaching as perceived by students in a community-junior college(Texas Tech University, 1979-05) Knox, Thomas RayIn recent years, faculty evaluation has come into focus primarily because of students and their effort to gain a place in the power structure of the university and the move toward accountability at all levels of the public sector. Major studies by Gustad (47), in 1961 and 1966, reported that colleges and universities evaluated teaching performance through chairman evaluations, informal student opinion, classroom visits, colleague opinion, dean evaluations, systematic student evaluations, scholarly research and publication, and committee evaluation for the expressed purposes of faculty promotion, salary increases, tenure, and the improvement of teaching-Item A study of the relationship between community college faculty Jungian personality types and selected instructional variables(Texas Tech University, 1979-05) McBride, Michael HansonNot availableItem A survey of faculty and student perceptions of the use of electronic resources(Texas Tech University, 1997-12) Wrightson, Kimberly C.The increased popularity of on-line resources presents faculty and administrators with a dilemma that deserves considerable attention. Classroom reading material is accessible on-line and appears to be used as a replacement for, and in combination with, paper-based learning materials more often recently, especially at laptop universities. The issue of textbook versus on-line information has been examined from a variety of perspectives, however, faculty, administrators and students will determine the permanence of a shift in emphasis from paper-based material to online versions of such information. Recent articles describe that about 40% of students in accredited programs do not even purchase a textbook and use other resources as a substitute. Many teachers also avoid using textbooks, because they find the material restrictive, carelessly written or boring (Hakim, 1996). This dissertation chronicled the attitudes and opinions of a number of educators and students, who used alternative text-based material, as well as attitudes and opinions of educators and students who did not use on-line material.Item Achievement adaptations to operationally defined teacher relationships: Affect formulations(1970-08) McDonald, James L.; Mattson, Bruce D.; Cobb, Beatrix A.; Wallace, Morris S.Not AvailableItem An experiment to determine the effect of instructor cognitive and affective verbal interaction on achievement in a public community college(Texas Tech University, 1975-01) Masters, Mitchell MauriceThe interest in the individual development of the student, and the recent decline in academic achievement in Economic Analysis I at South Plains College, Levelland, Texas, was a primary reason for conducting the study. Student achievement data from instructor files in the Department of Business Administration at South Plains College indicated a decline in mean academic achievement scores in Economic Analysis I from 1969 through 1973 (14). The apparent inadequacy of conventional teaching methods in producing greater academic performance suggested a need for investigating alternative teaching strategies (45: 6-12).Item An investigation into faculty development practices in graduate physical therapy education programs(Texas Tech University, 2001-05) Priest, Andrew WilliamNot availableItem The relationship of Jungian psychological traits of a community college faculty and student evaluations of instruction(Texas Tech University, 1978-12) Goldau, Margaret Frances MartinIn evaluating faculty, institutions of higher education have been primarily concerned with normative data the number of doctorates held by staff members, their publication record, and research activities. Community junior colleges have often equated faculty competence with degrees and teaching experience. Even though faculty personality characteristics, attitudes, and goals play an important role in determining teacher effectiveness.Item Utilizing cognitive dissonance theory to improve student ratings of college faculty(Texas Tech University, 1999-12) Carson, Rebecca DavisThis research in the spring of 1999 investigated how to improve the student ratings of college faculty utilizing the theory of cognitive dissonance. The study explored how dissonance, created when a faculty member experienced lower than expected midsemester student ratings in comparison with his or her self-ratings, could be resolved by the faculty member changing his or her teaching behavior. The purposes were to test this theory and to recommend new procedures for the use of student ratings in faculty evaluations. It was predicted that midsemester written feedback to the faculty would enhance their teaching effectiveness and a consultation workshop at midsemester would enhance teaching effectiveness even more. The three faculty groups included: a control group, a written feedback group, and a consultation group. The null hypotheses stated-there would be no significant difference: (a) among the three groups with respect to end of semester student ratings, (b) between the mid- and end-of-semester student ratings for faculty in the feedback group, (c) between the mid- and end-of-semester student ratings for faculty in the consultation group, and (d) in the differences between the consultation and feedback groups. The experimental design used was a Pretest-Posttest Control-Group design. The student rating instrument used was the Individual Development and Educational Assessment (IDEA) Student Rating of Instruction System. The sample population consisted of sixty-one faculty members from a small, private liberal arts college. The student ratings were processed at the IDEA Center in Manhatten, Kansas. Data analysis included analysis of covariance and variance.