Views of effective college faculty: a mixed analysis

Slate, John R.; LaPrairie, Kimberly; Schulte, Don P.; Onwuegbuzie, Anthony J.

doi:10.1080/02602930903428684

Cited by 19 publications

(21 citation statements)

References 23 publications

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“…Others consider this link to be a sign of threat to the validity of student ratings, however, since high evaluations are attributed to students' appreciation of grading leniency (Greenwald & Gillmore, 1997). This study's findings add further support to the validity of students' ratings since, within the efficient teaching literature, the best instructors are usually defined as challenging, someone who sets higher standards and pushes students to do their best (e.g., Acker, 2003;Slate et al, 2011). Both qualitative and quantitative analyses of this study were in line with this notion.…”

Section: Discussionsupporting

confidence: 63%

“…These results are important in the sense that they lend further support to previous studies of teaching efficiency with data obtained from students with, culturally, a very different orientation. Good instructors might possess a variety of characteristics, however, some of these characteristics keep reappearing across studies: good teaching skills (using a variety of teaching methods, giving examples to illustrate concepts, increasing student interest and value), good organization and preparation, instruction in an enjoyable and enthusiastic way, being knowledgeable, caring deeply for students and teaching, having a passion and commitment to teach, being fair in exams and grading, creating a comfortable learning environment, and emphasizing and using active learning (e.g., Fortson & Brown, 1998;Khandelwal, 2009;Slate et al, 2011). Likewise, although much more limited, literature on poor instructors demonstrates that poor instructors also possess some characteristics which are comparable across studies.…”

Section: Discussionmentioning

confidence: 99%

“…Khandelwal (2009) reported six dimensions: encouragement, course preparation and delivery, fairness, rapport with students, spending time with students outside of class, and control. Slate, LaPrairie, Schulte, and Onwuegbuzie (2011) identified four reoccurring themes: knowledgeability, understanding, communication skills, and teaching well. However, they also detected some differences between undergraduate and graduate students' definitions in that graduate students placed more importance on being knowledgeable, connecting with the real world, passion for the job, and flexibility.…”

Section: Introductionmentioning

confidence: 99%

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Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors

Özgüngör¹,

Duru²

2015

EJER

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Problem Statement: One way to delineate the main characteristics of effective teaching within the higher education system is to gather college students' opinions of an effective instructor. Research based on students' perceptions of efficient teaching revealed a series of teaching behaviors setting the distinction between good and poor teaching. However, studies also indicate differences across culture, and in Turkey, there has been little research on the topic. Purpose of Study:The goal of this study was to determine instructor and course characteristics and teaching dimensions that discriminate between instructors who received the highest and the lowest student ratings within a Turkish college setting, by incorporating both quantitative and qualitative methods.Method: A total of 23,814 students across different departments in the university rated 630 instructors on a scale developed to assess students' perceptions of instructors' performance. In addition, students were asked to respond to an open-ended question to provide their own impressions of each instructor. Then, students' ratings were analyzed by means of discriminative functional analysis, and written statements provided by students were analyzed via content-analysis techniques by using a combination of manual and computer-assisted methods (NVivo 9). Findings and Results:According to the quantitative analyses, although course and instructor characteristics were weak in discriminating the * Corresponding author: Assoc. Prof. Dr., Pamukkale University, Department of Educational Sciences, PDR.ABD e-mail: sozgungor@pau.edu.tr ** Prof. Dr., Pamukkale University, Department of Educational Sciences, PDR.ABD e-mail: eduru@pau.edu.tr 118 Sevgi Özgüngör & Erdinc Durugroups, all teaching dimensions (relationships with students, effective teaching, exams and evaluation, contribution to generic skills, class interaction, and organization and planning) were very useful in discriminating the instructors who received the best and the poorest ratings. Also, qualitative analysis revealed 4 themes consistently distinguishing the two groups: lecturing, relationship with the students, knowledge and expertise, and exams and evaluation. Conclusions and Recommendations:This study replicates the existing literature on student perceptions of effective teaching, with a culturally different, large sample. It also adds support to the notion that there are teaching behaviors, such as lecturing skills, fair evaluations, respect and interest toward students, and demonstrating expertise, that help draw the distinction between good and poor teaching in the eyes of students and that could therefore assist the improvements efforts of teacher education.

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Section: Discussionsupporting

confidence: 63%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors

Özgüngör¹,

Duru²

2015

EJER

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“…Perceber como os alunos do ensino superior pensam criatividade é uma necessidade do mundo de hoje (Gibson, 2010;Slate et al, 2011) Para uma análise mais detalhada de como alunos de áreas diferentes pensam barreiras à sua criatividade, realizou-se uma ANOVA para observar se existiam diferenças de médias estatisticamente significativas, mas tomando agora os itens e não apenas os fatores. Para esta análise, por razões de espaço, indicam-se apenas os itens que diferenciaram as respostas de tais grupos de alunos.…”

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Perceções de obstáculos à criatividade em universitários de diferentes áreas curriculares e níveis de graduação || Perceptions of obstacles to creativity with university students from different subject areas and grade levels

Morais¹,

Almeida²

2015

R Est Inv Psico y Educ

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As características da atualidade exigem que se seja criativo e inovador. Todo o indivíduo pode rentabilizar intencionalmente seu potencial criativo, podendo e devendo a universidade ter um papel importante nesse desenvolvimento. Porém, observam-se perceções de barreiras à expressão criativa em alunos universitários, apesar de existir muito pouca investigação acerca do tema. Neste estudo, quis-se então analisar perceções de barreiras à criatividade em estudantes universitários portugueses, tomando 582 alunos de três áreas curriculares (Artes e Humanidades; Ciências e Tecnologias; Ciências Sociais e Humanas) e dois níveis de graduação (licenciatura e mestrado). Usou-se o Inventário de Barreiras Pessoais à Expressão Criativa, adaptado à realidade portuguesa. Foram avaliadas diferenças, considerando os fatores do inventário, mas também os seus itens numa análise mais detalhada. Encontraram-se diferenciações nos fatores para a área curricular e, no caso dos itens, para as duas variáveis estudadas. Algumas reflexões são feitas no sentido de repensar práticas no quotidiano académico.

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“…One of the most interesting sources for this research has been to inquire students about how they perceive their college teachers' practices, and if there is a focus on creativity in these practices (Slate, LaPrairie, Schulte, & Onwuegbuzie, 2011).…”

mentioning

confidence: 99%

Teaching Practices for Creativity at University: A Study in Portugal and Brazil

Morais

Azevedo²,

Fleith

et al. 2017

Paidéia (Ribeirão Preto)

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Creativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540 Portuguese students), from two academic domains (Sciences and Technologies -Sc&T; Social Sciences, Arts, and Humanities -SScA&H), about the presence of creativity in their teachers' instruction and evaluation practices. The study's findings evidence interactive effects between the variables country and academic domain for most of the assessed factors: encouragement of new ideas, climate for the expression of ideas, and interest in students' learning. Brazilian Sc&T students presented more negative perceptions of their classroom environments when compared to SScA&H students; Portuguese students showed opposite patterns of results. Some hypothetical explanations are discussed and future directions for research are presented.Keywords: higher education, creativity, teaching work, students, culture Práticas Docentes para Criatividade na Universidade: Estudo em Portugal e no BrasilResumo: Criatividade é atualmente tomada como aspecto essencial na Educação Superior. Há, contudo, discrepância entre a necessidade de criatividade e o que a universidade proporciona. Este estudo avaliou percepções de 1599 alunos universitários de dois países (1059 brasileiros e 540 portugueses), de duas áreas curriculares (Ciências e Tecnologias -Sc&T; Ciências Sociais, Artes e Humanidades -SscA&H) sobre a presença de criatividade nas práticas docentes, instrucionais e avaliativas, de que são alvo. Os resultados mostraram efeitos interativos significativos entre as variáveis país e área curricular para a maioria dos fatores avaliados: encorajamento de novas ideias, clima para expressão de ideias e interesse pela aprendizagem dos alunos. Os estudantes brasileiros de Sc&T mostraram percepções mais negativas da sala de aula, comparados com os de SScA&H; os alunos portugueses obtiveram padrões opostos nos resultados. Algumas hipóteses explicativas são discutidas e são apresentadas orientações para pesquisa futura.Palavras-chave: ensino superior, criatividade, trabalho docente, estudantes, cultura Prácticas Docentes para Creatividad en la Universidad: Estudio en Portugal y BrasilResumen: La creatividad está actualmente considerada como aspecto esencial en la Educación Superior. Sin embargo, existe discrepancia entre la necesidad de creatividad y lo que la universidad ofrece. Este estudio evaluó percepciones de 1.599 estudiantes universitarios (1.059 de Brasil y 540 de Portugal) de dos áreas curriculares (Ciencia y Tecnología -Sc&T; Ciencias Sociales, Artes y Humanidades -SscA&T) acerca de la presencia de creatividad en las prácticas docentes, instructivas y evaluativas dirigidas a ellos. Los resultados mostraron efectos de interacción significativos entre las variables país y área curricular para la mayoría de los factores evaluados: foment...

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Views of effective college faculty: a mixed analysis

Cited by 19 publications

References 23 publications

Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors

Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors

Perceções de obstáculos à criatividade em universitários de diferentes áreas curriculares e níveis de graduação || Perceptions of obstacles to creativity with university students from different subject areas and grade levels

Teaching Practices for Creativity at University: A Study in Portugal and Brazil

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