In classes of four different sizes (16, 23, 30, and 37), teachers' expectations, student achievement in six areas, student and teacher attitudes, student self-concept, and various classroom process variables were studied. Class size effects were only noted for teachers' expectations and for one area of mathematics achievement. (Author/GDC)

Research on the effectiveness and use of college students' evaluation of faculty is reviewed. It is suggested that the research shows student feedback has a minimal effect on instructional improvement at the university level. (MH)

The detrimental effect of evaluating college teachers with student ratings of their performance is illustrated. The author found that he could raise his ratings by reducing the quality of his teaching and concentrating on the improvement of morale among his optometry students at the University of California at Berkeley. (JMD)

In 1976-77 a physical examination course taught by nurse practitioners (NPs) at the University of Arizona College of Medicine was implemented. In 1977-78 a research project examined whether students' ability to perform varied according to whether they were taught by NPs, residents, or physicians; no significant differences were found. (Author/MLW)

Previous "educational seduction" research suggested that teacher differences in expressiveness controlled the degree to which lecture content affected student ratings differently from student achievement. We attempted to replicate this Expressiveness x Content x Measures interaction in four simulated college classes. Student incentive…

Suggests the kinds of communication skills that are predictors of two teaching effectiveness criteria: supervisor and student ratings of teachers. Predictors of supervisor evaluations are teacher's delivery skills and amount of time spent in direct contact with students. Predictors of student evaluation concern teacher dynamism and attitude toward…

Two experiments examined the possibility that student expectations regarding teacher competence can be communicated to the teacher and bring about expected behavior. Results showed significant differences in student attitudes, performance, and nonverbal behavior according to expectation. Positive and negative nonverbal student behaviors had…

The effectiveness of continuing medical education (CME) is reviewed in terms of physician competence, physician performance, and patient health status. Although half the studies published since l960 reported some improvement following CME, methodological shortcomings prevent concluding that the improvements were caused by CME. (Author/MH)

Explores teacher dynamics in an urban classroom. Strategies employed by a high school social studies teacher who had a significant impact on his class are detailed. (RLV)

To help State University of New York at Buffalo faculty prepare for new science courses, summer workshops allowed faculty to try new material and methods on 16 students hired as professional critics. Students and faculty praised the experience. It was concluded that students should be included in faculty development workshops as critics and…

Describes the use of anonymous pop quizzes to measure student understanding, not simple memorization, and to gauge effectiveness of course instruction. Short-term teaching goals and long-term teaching performance can be assessed quickly without grading or recording. A quick look through the quizzes will inform an instructor whether students have…

Discusses a performance assessment tool that entails open-ended tasks requiring students not only to provide answers but to show their solution processes. Discusses several areas to address in developing open-ended tasks. Areas include the need to assess important mathematical content and cognitive processes, use of effective prompts, and use of…

Describes the trilemma of inadequate quality, accessibility, and affordability of American child care. Proposes addressing the quality sector by utilizing a model which determines adult-child ratios based upon quality of staff. Model argues the more highly qualified the program staff, the higher the quality of the overall program. (Author/SD)

A study compared self-ratings and undergraduate student ratings of graduate teaching assistants (GTAs) on nine factors of teaching effectiveness, examining how math and science GTAs who speak English as their native language (NGTAs) differ from their international counterparts (IGTAs). Overall, self-ratings were consistently higher than student…

Describes and evaluates Metacognition in Studying from Texts (MIST), a system that helps students develop metacognitive skills by providing a process-based interface and support for collaboration and reflection. A study of 20 ninth graders determined that high ability students used the interface and intervention productively, but that low ability…