Literaturnachweis - Detailanzeige
| Autor/in | Spence, Mary Elizabeth |
|---|---|
| Titel | How Faculty Perceive Their Role in Student Learning Assessment and Program Improvement |
| Quelle | (2022), (70 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Arkansas |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3744-0813-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Academic Achievement; Teacher Attitudes; Teacher Motivation; Student Evaluation; Accreditation (Institutions); College Faculty; Intellectual Disciplines; Case Studies; Evaluation Methods; Teacher Role |
| Abstract | Student success is inextricably linked with the assessment of student learning, and the literature cites the need for faculty engagement in the assessment process. However, many issues related to the assessment process may be considered demotivators by faculty. The purpose of this study is to examine whether faculty motivation to participate in student assessment was influenced by the accreditation status of the faculty member's academic field. Data collection for this qualitative case study included individual interviews with participants and a review of documents related to the assessment process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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