Classroom teaching behaviors related to college teaching effectiveness

Murray, Harry G.

doi:10.1002/tl.37219852305

Cited by 36 publications

(36 citation statements)

References 15 publications

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“…The method by Bardes 17 , which assigns a relative weight to each teaching activity and calculates scores according to the formula: RVU = hours x weight is one such a method for quantitative measurement. Student ratings are valid 6,7,8,9 , however, and should be used for evaluation of teaching 18 . Although the study was done prior to the adoption of the School Roadmap which aims to instigate the School to achieve WFME standards the study remains pertinent because the School has not yet implemented any school-wide evaluation procedures.…”

Section: Discussionmentioning

confidence: 99%

“…However, unlike North America, Europe and Australia where evaluation has got accepted and is widespread 5 , in Africa, and in Zambia in particular, it is yet to be established. Although some opponents of student evaluation of teaching cite issues related to reliability and validity of the evaluation research indicates that students' ratings are adequate in terms of validity and reliability 6,7,8,9 . Ratings of a given instructor are reasonably consistent over courses, years, rating forms, and groups of raters.…”

Section: Introductionmentioning

confidence: 99%

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Student Evaluation of Teaching: A Case Study from School of Medicine (UNZA)

Banda¹

2009

Med Jnl Zam

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Purpose: This paper presents a case study of an academic department's experience with evaluation. The purpose is to review the impact of student evaluation of teaching. The paper also introduces a new evaluation scoring method: the University of Zambia Staff Appraisal System (UNZASAS) method.Method: Anonymous 5-point Likert scale evaluation rating forms were administered to 134 third-year medical students in two consecutive years to measure students' perceptions of teaching quality of four faculty members in an academic department at School of Medicine. The rating forms were scored using the UNZASAS method.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student Evaluation of Teaching: A Case Study from School of Medicine (UNZA)

Banda¹

2009

Med Jnl Zam

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“…While there is no clear picture, the research provides some support for specific practices. For instance, Murray (1985) found some positive results for instructional intervention helping faculty members become aware of their own classroom behaviors, analyzing and comparing them with other alternatives, and carrying out action research to create change. The analysis of self‐recorded teaching tapes and use of student reports during consultation intervention also have been reported to be effective (Weimer & Lenze, 1994).…”

Section: Professional Development Efforts In Higher Educationmentioning

confidence: 99%

Teaching Science in Higher Education: Faculty Professional Development and Barriers to Change

Sunal¹,

Hodges²,

Sunal³

et al. 2001

School Sci & Mathematics

159

139

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The focus of this research was to better understand the change processes necessary for university science teaching reform to be successful. The professional development processes involved faculty cognitive perceptions of learning, teaching skills, and pedagogical knowledge, as well as faculty culture in teaching science courses. A series of faculty development programs were conducted at nine U.S. locations to explore, develop strategies, and implement changes in science classrooms. A review of research and these professional development experiences provided a base to carry out research activities related to understanding change in science faculty. Faculty participants in the program from 30 institutions were selected to be involved in the study. Ethnographic and case study approaches were used to collect and analyze data. Many faculty members encountered in this study had conceptions of the change process that inhibited successful action. These research efforts provide a predictive model for assisting faculty change and help determine which faculty professional development efforts may be successful in overcoming barriers to change in undergraduate science classrooms.

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“…Classroom teaching is both easier to understand and easier to improve if one focuses on observable, changeable behaviors rather than on intractable generalities. Explicit feedback on the frequency of occurrence of specific behaviors in classroom teaching or intensive consultation or training focused on a limited set of classroom behaviors makes changing teaching behaviors a concrete and more easily accomplished task (Murray, 1985).…”

Section: Feedback Is Very Beneficial For Adult Learnersmentioning

confidence: 99%