Conceptions of effective teaching held by faculty and students from four academic divisions

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dc.contributor.advisorDorfman, Peter W.en_US
dc.contributor.committeeMemberLane, David M.en_US
dc.creatorMarques, Todd E.en_US
dc.date.accessioned2018-12-18T21:34:51Zen_US
dc.date.available2018-12-18T21:34:51Zen_US
dc.date.issued1979en_US
dc.description.abstractThe purpose of the study was to specify conceptions of "effective teaching" in terms conducive to the future development of a generally accepted, reliable, and valid system of instructional evaluation. Multiple regression was used to model individual conceptions held by male faculty (N=4) and male undergraduates (N=4) at Rice University. Faculty and student judges reviewed and rated profiles of 1 hypothetical instructors. The profiles consisted of a course subject matter designation and seven quantified cues referring to the instructors' performances on the following dimensions: lecture and/or presentation style (LECT), general rapport with students (RAPR), amount of information imparted in the course (INFO), arousal of student interest (AROU), clarity of course requirements and grading procedures (PROC), intellectual demand of the course (DEMD), and instructor's general knowledge of the field (KNOW). The judgmental policies of eight participants varied according to the subject matter designation. However, they did not vary in any normative or systematic manner. The non-configural raters (N=72) were included in a factorial analysis of group-related (i.e., Status X Discipline) differences in judgmental policy. The relative importance of the content (INFO, DEMD, KNOW) to style (LECT, RAPR, AROU, PROC) dimensions was greater for faculty judges. There was no evidence that policies are related to the raters' respective academic disciplines. Considering all raters, INFO received the highest average weighting, followed by AROU, LECT and KNOW, RIGR and RAPR, and PROC dimensions. Four clusters of raters were identified by HIER-GRP (Human Resources Laboratory, USAF). The composition of each cluster was heterogeneous in terms of the status and academic discipline of the members. The policies characterizing the cluster memberships varied in two respects: (1) in the dimensions weighted most heavily, and (2) in the number of dimensions receiving substantial weight (i.e., policy complexity). Modifications of conventional student rating scales were suggested in view of findings from the present study.en_US
dc.format.digitalOriginreformatted digitalen_US
dc.format.extent60 ppen_US
dc.identifier.callnoThesis Psych. 1979 Marquesen_US
dc.identifier.citationMarques, Todd E.. "Conceptions of effective teaching held by faculty and students from four academic divisions." (1979) Master’s Thesis, Rice University. <a href="https://hdl.handle.net/1911/104903">https://hdl.handle.net/1911/104903</a>.en_US
dc.identifier.digitalRICE2552en_US
dc.identifier.urihttps://hdl.handle.net/1911/104903en_US
dc.language.isoengen_US
dc.rightsCopyright is held by the author, unless otherwise indicated. Permission to reuse, publish, or reproduce the work beyond the bounds of fair use or other exemptions to copyright law must be obtained from the copyright holder.en_US
dc.titleConceptions of effective teaching held by faculty and students from four academic divisionsen_US
dc.typeThesisen_US
dc.type.materialTexten_US
thesis.degree.departmentPsychologyen_US
thesis.degree.disciplineSocial Sciencesen_US
thesis.degree.grantorRice Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Artsen_US
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