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Many universities and colleges are increasingly concerned about enhancing the comprehension and knowledge of their students, particularly in the classroom. One of the method to enhancing student success is teaching effectiveness. The objective of this research paper is to propose a novel research model which examines the relationship between teaching effectiveness and student learning outcomes qualitatively. This new model will use a unique and in-depth qualitative case study methodology especially designed for the instructional setting. The anticipated qualitative data collecting techniques will include, but not limited to the following: observations, personal interviews, qualitative survey questionnaires, research field notes, document review, etc. The proposed Model used assumed data and applied statistical Cross-Tabulation and Chi-Square Tests, including a theoretical analysis of the open-ended responses and field notes recorded from participants (a sample of 32 students presently enrolled in a Semester-long English ENG 1200-01 course at a public university in North Carolina). The associative statistical findings found a positive relationship between the teaching effectiveness and student learning. The outcomes of the study will increase the current lack of information on the use of qualitative research designs by determining teaching efficacy and its effects on student achievement. This new model expands the existing measures by providing new measures to examine the teaching effectiveness and its effect on student learning.

In this chapter a digital assessment and an associated novel mathematical statistical model are provided as online psychometrics designed to evaluate College and University courses. The psychometric evaluation tool is a Student Ratings of Instruction [SRI] instrument used at a Historically Black College and University [HBCU] for course evaluation purposes. The research methodology is an a posteriori post hoc investigation that examines the reliability and validity of the items used in the SRI instrument. The sample under analysis consisted of the responses to 56,451 total items extracted from 7,919 distributed Student Ratings Instruments delivered online during the 2012 academic year. The post hoc application of the novel Tri–Squared Test analysis methodology is used to intricately analyze the results of an earlier study on SRIs that yielded strong construct validity from Cronbach's Alpha Reliability Model, Goodman & Kruskal's Lambda, and Principal Component Factor Analysis with Varimax Rotation.

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.