Examines a number of teaching techniques used in social science courses at a community college to determine relationships among student performance, enjoyment of a course, evaluation of teacher performance, and course evaluation. (Author/DB)

Students viewed lectures varying in amount of substantive content and expressiveness of presentation. Subsequent achievement tests and ratings of lecture effectiveness revealed that high achievement level was associated with high content coverage and expressiveness. Sensitivity of ratings to content coverage and achievement did not improve after a…

The author contends that student evaluations of faculty should be adjusted before use in tenure, salary, and promotion decisions to eliminate irrelevant course and teacher attributes which color students' opinions and confound analysis. To eliminate possible bias, a multiple regression analysis procedure for the adjustment of student evaluations…

Stable factors of student ratings of teachers have been found under a variety of settings. The author suggests that these factors are artifacts of the raters' implicit categories of teaching behaviors and are not necessarily reflective of the behaviors themselves. (JKS)

The Checklist of Instructional Characteristics (CLIC) was assessed by examining potential contaminating factors (class size, presentation format, students' initial interest, and personal impression of the instructor) and instructional outcomes (outcome interest, course performance, and self-reported learning). The relationships between the CLIC…

High school students agreed with their teachers in evaluating student teachers on control in the classroom, personality in relating to students, and help given to students. Agreement did not exist on assessments of the variety of learning activities used by student teachers. (JD)

Pupils in ten primary schools were taught two lessons, separated by a two week interval, by ten student teachers. After each lesson both pupils and student teachers completed questionnaires concerning their performance and attitudes. Results of students' assessments of their teachers proved quite reliable. (Editor/RK)

Describes a study of the impact of innovative teaching techniques on students' cognitive achievement. After adjusting for differences in characteristics between users and nonusers, the effect of computer-assisted instruction on student achievement was found to be negative but small. (Author/AV)

College students viewed taped lectures which were systematically varied by lecturers's enthusiasm and amount of information presented. They then rated the lectures with a standard faculty evaluation form. Discriminant analysis was performed in order to derive optimal scoring methods for the form. (Author/JKS)

The definition of hierarchical structure is reviewed, together with psychometric and experimental evidence regarding the existence of specific structures. A mathematical model including hierarchical and nonhierarchical options for a two component task is presented, along with an experimental design appropriate for testing the model and related…

A group of second-year Israeli students were asked to select the three most important characteristics of a good college teacher from a list of 15. The two most significant were the method of instruction and the teacher's ability to spark intellectual growth. Research talents, personality, and academic status were of little concern. (Author/LBH)

Undergraduates of a British school of pharmacy rated 43 statements describing the characteristics exhibited by an ideal professor, and the results showed a high correlation to those obtained in an identical survey 10 years before. Implications for the validity and value of student evaluations of teachers are discussed. (LBH)

Student achievement in an introductory psychology course was found to correlate most strongly with the teaching assistant's Graduate Record Examination (GRE)-Advanced psychology score, and number of undergraduate psychology courses taken by the instructor. Student satisfaction with the teacher, however, was best predicted by the instructor's…

A Vocational Certificate of Completion is given by the Ohio State Department of Education to each vocational student to verify that the student has satisfactorily completed a vocational program. The author describes a plan in the senior stenography program at her high school to match the certificate's employment skill levels with competency-based…

Suggests that test performance can be improved through test administration procedures that inform students when they are responding to instruments that assess socially desirable attributes (such as aptitude and achievement) and that take into account children's feelings about school tasks. (Author)