A Study to Determine the Grading Biases of Vocational Teacher Educators.

Autor/in	Hillison, John
Institution	Virginia Polytechnic Inst. and State Univ., Blacksburg. Agricultural Education Program.
Titel	A Study to Determine the Grading Biases of Vocational Teacher Educators.
Quelle	(1982), (14 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Grades (Scholastic); Grading; Higher Education; Interaction; Nonverbal Communication; Preservice Teacher Education; Student Evaluation; Teacher Attitudes; Teacher Educators; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Notenspiegel; Notengebung; Schulnote; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktion; Non-verbal communication; Nonverbale Kommunikation; Lehramtsstudiengang; Lehrerausbildung; Studentische Bewertung; Lehrerverhalten; Teacher education; Education; Lehrerbildung; Ausbildung; Berufsbildung; Ausbilder
Abstract	A study was conducted at Virginia Polytechnic Institute and State University to determine the relationship between the use of verbal and nonverbal interaction by preservice education students and the grades assigned to them by vocational education teacher educators. The study also investigated the assignment of grades by vocational teacher educators in different program areas, the influence of teacher educators' or students' sex on the grades they assigned or received, the difference among the grades given by different professorial ranks of teachers and to different course levels of preservice students. Teacher educators viewed and graded 10 minutes from 10 videotapes randomly selected from 57 videotapes made by agricultural education preservice students. Data were analyzed using the Pearson Product-Moment Correlation Coefficient and multiple correlation. The study found that the highest positive relationships for verbal interaction with grades assigned by vocational teacher educators were for "praises or encourages" and "asks questions," while the highest negative relationships were for "student question-initiation" and "accepts feelings." The highest positive relationships for nonverbal interaction with grades assigned were for "positive use of space" and "positive nod," while negative relationships for nonverbal interaction with grades assigned were for "negative facial expressions" and "negative gestures." Highest grades were given by teacher educators in agricultural education, by male teachers, and by associate professors. Highest grades were received by female students and students in methods courses. Further research was recommended to determine the reasons for these differences in grading. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01