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College Teaching from Multiple Angles: A Multi-Trait Multi-Method Analysis of College Courses
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Campbell, Corbin M.; Michel, Jessica Ostrow; Patel, Shikha; Gelashvili, Maia – Research in Higher Education, 2019
As the field of higher education has used several methods to assess college teaching, the validation of these measures and how they relate to each other has been sparse. This study drew on data from a multi-institutional study of 587 college courses to examine the efficacy of two methods of measuring college teaching (class observation and…
Descriptors: College Instruction, Course Content, Multitrait Multimethod Techniques, Higher Education
Changing Perspectives: Teaching and Learning Centres' Strategic Contributions to Academic Development in Australian Higher Education
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Holt, Dale; Palmer, Stuart; Challis, Di – International Journal for Academic Development, 2011
This article reports on a study of Australian teaching and learning centres to identify factors that contribute to their effective strategic leadership. These centres remain in a state of flux, with seemingly endless reconfiguration. The drivers for such change appear to lie in decision makers' search for their centres to add more strategic value…
Descriptors: Focus Groups, Student Experience, Academic Achievement, Higher Education
Assessing College Students' Perceptions of a Case Teacher's Pedagogical Content Knowledge Using a Newly Developed Instrument
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Jang, Syh-Jong – Higher Education: The International Journal of Higher Education and Educational Planning, 2011
Ongoing professional development for college teachers has been much emphasized. However, previous research on learning environments has seldom addressed college students' perceptions of teachers' PCK. This study aimed to evaluate college students' perceptions of a physics teacher's PCK development using a newly developed instrument and workshop…
Descriptors: Educational Strategies, College Students, Learning Problems, Student Attitudes
Academic Tutors' Beliefs about and Practices of Giving Feedback on Students' Written Assignments: A New Zealand Case Study
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Li, Jinrui; Barnard, Roger – Assessing Writing, 2011
Teachers' feedback on students' written work is an important aspect of pedagogy. However, theoretical views differ on what constitutes "good" feedback, both among applied linguists and academics in other disciplines. In-depth research needs to be carried out into the contextual difficulties of evaluating and assessing academic…
Descriptors: Feedback (Response), Assignments, Research Needs, Writing Evaluation
Cultural Responsivity in Clinical Psychology Graduate Students: A Developmental Approach to the Prediction of Learning
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Berrin, Sebastian Everett – ProQuest LLC, 2010
This study used a mixed-method approach to examine students' experiences in multicultural training and their opinions about various aspects of their course(s). A developmental model of learning was employed to analyze results. More specifically, this study explored the relationship between clinical psychology doctoral students' self-reported…
Descriptors: Graduate Students, Cross Cultural Training, Homosexuality, Clinical Psychology
Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting Using a Bayesian Approach to Mix Methods
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Ogletree, August E. – ProQuest LLC, 2009
Two needs of Georgia State University Professional Development School Partnerships are to show increases in both student academic achievement and teacher efficacy. The Teacher-Intern-Professor (TIP) Model was designed to address these needs. The TIP model focuses on using the university and school partnership to support Georgia State University…
Descriptors: Control Groups, Quasiexperimental Design, Professional Development Schools, Teacher Effectiveness
Using a Multitrait-Multimethod Analysis to Examine Conceptual Similarities of Three Self-Regulated Learning Inventories
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Muis, Krista R.; Winne, Philip H.; Jamieson-Noel, Dianne – British Journal of Educational Psychology, 2007
Background: A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research. Aim: A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies…
Descriptors: Validity, Multitrait Multimethod Techniques, Construct Validity, Higher Education