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Full-Text Articles in Education
Measuring Faculty Teaching Effectiveness Using Conditional Fixed Effects, Maia K. Linask, James Monks
Measuring Faculty Teaching Effectiveness Using Conditional Fixed Effects, Maia K. Linask, James Monks
Economics Faculty Publications
Using a dataset of 48 faculty members and 88 courses over 26 semesters, the authors estimate Student Evaluation of Teaching (SET) ratings that are conditional on a multitude of course, faculty, and student attributes. They find that ratings are lower for required courses and those where students report a lower prior level of interest. Controlling for these variables substantially alters the SET ratings for many instructors. The average absolute value of the difference between the faculty ratings controlling just for time effects and fully conditional ratings is nearly one-half of a standard deviation in the students’ rating of how much …
The High Costs Of Large Enrollment Classes: Can Cooperative Learning Help?, Tisha L. N. Emerson, Linda K. English, Kimmarie Mcgoldrick
The High Costs Of Large Enrollment Classes: Can Cooperative Learning Help?, Tisha L. N. Emerson, Linda K. English, Kimmarie Mcgoldrick
Economics Faculty Publications
We examine the potential for cooperative learning activities to offset costs of large enrollment courses. We use a quasi-experimental research design to examine achievement and course perceptions in small and large enrollment sections of microeconomic principles. While large enrollment sections attain lower levels of achievement (measured by course score) than those with smaller enrollments, this effect is partially mitigated by use of cooperative learning. Furthermore, while students in large enrollment sections report lower levels of satisfaction and learning than students in smaller sized classes, the use of cooperative learning eliminates the negative effects of increased class size on student perceptions.
Seeing Is Believing: Peer Video Coaching As Professional Development Done With Me And For Me, Kate M. Cassada, Laura Kassner
Seeing Is Believing: Peer Video Coaching As Professional Development Done With Me And For Me, Kate M. Cassada, Laura Kassner
School of Professional and Continuing Studies Faculty Publications
As part of their graduate education, in-service teachers identified an area of instructional focus, video recorded their classroom instruction at two intervals in a semester-long course, formed peer groups, and shared their videos for the purpose of obtaining feedback for professional growth. After the conclusion of the course, participants were contacted and presented with a summary of four benefits of the peer video review process, as identified in a recent professional article. Through online survey, participants were asked to share their perceptions of the peer video review experiences in the course and address any evidence related to the benefits raised …