Literaturnachweis - Detailanzeige
Autor/in | Cisneros-Cohernour, Edith J. |
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Titel | Challenges When Using a Standardized Approach for Assessing the Quality of College Teaching |
Quelle | In: Quality of Higher Education, 10 (2013), S.78-98 (21 Seiten)
PDF als Volltext |
Sprache | englisch; litauisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1822-1645 |
Schlagwörter | Qualitative Research; Case Studies; Special Needs Students; Observation; Interviews; Instructional Effectiveness; Teacher Effectiveness; Teacher Evaluation; Introductory Courses; Higher Education; Universities; College Faculty; Teaching Assistants; College Students; Illinois Qualitative Forschung; Case study; Fallstudie; Case Study; Sonderpädagogischer Förderbedarf; Beobachtung; Interviewing; Interviewtechnik; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Teacher appraisal; Lehrerbeurteilung; Einführungskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Fakultät; Collegestudent |
Abstract | This article develops around a qualitative research case study of an instructor teaching an introductory course about students with special needs. Data collection involved document analysis, observations and interviews with administrators, the faculty member, his peers, teaching assistants and students. The case is also a reflective piece on the evaluation of teaching quality. Benefits and obstacles to using a standardized approach for evaluating an instructor teaching a required course for teacher certification are discussed, and important implications in the evaluation of both educational technology and college teaching are identified. (As Provided). |
Anmerkungen | Vytautas Magnus University, Centre for Quality of Studies. South Daukanto g. 27-314, Kaunas, LT-44249, Lithuania. Tel: +370-37-327973; Fax: +370-37-327973; e-mail: zur+amk@skc.vdu.lt; Web site: http://www.vdu.lt/skc |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |