Search results for: Course evaluations
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In this study, the authors wanted preservice teachers’ (PSTs) to understand and recognize that their beliefs and stereotypes about math, along with their level of math anxiety, have a direct correlation to how they teach math, both positively and negatively. Negative math experiences lead PSTs to think they are not good at math. This lack of math knowledge and confidence then impacts the type of math teacher they become. In order to provide the PSTs alternative ways to teach math, this study implemented research-based practices aimed to math anxiety and change their negative beliefs and stereotypes. The authors found that PSTs loved the variety of ways math manipulatives were taught and used. This evidence suggested that the specific strategies utilized by the professor would have a positive impact on the PSTs’ beliefs and stereotypes about math, along with decreasing their level of math anxiety.
Updated: Feb. 02, 2016
This paper describes a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course.
Updated: Jun. 08, 2015
Towards Post-intercultural Teacher Education: Analysing ‘Extreme’ Intercultural Dialogue to Reconstruct Interculturality
The author explores the impact of a course on ‘multicultural education’ given to a cohort of ‘local’ and international student teachers studying to become Newly Qualified Teachers. The methodology rests on the use of a documentary on ‘extreme’ intercultural dialogue that the students discussed at the end of the course. The author hypothesises that the documentary, which is often conflictual, would help him to evaluate the students’ learning and how they discuss and problematise such a case of ‘intercultural dialogue’ in education and relate it to their future practice.
Updated: Jun. 07, 2015
So NOT Amazing! Teach For America Corps Members’ Evaluation of the First Semester of Their Teacher Preparation Program
The purposes of this study were (1) to explore the aforementioned differences in quality ratings of courses and instructors and (2) to examine what items on the student evaluation instrument could be used to identify salient constructs that are most necessary to meet the needs of Teach For America (TFA) students. The participants were TFA students who were teaching on an alternative teaching certificate, as compared with traditional students who were enrolled in the same methods courses with the same instructors. The findings reveal that TFA students did in fact rate their courses and instructors significantly lower than did their non-TFA peers.
Updated: Oct. 24, 2011
This article describes an approach to online course planning and design. Special attention was paid to creating rich and meaningful student-to-content interactions, as well as student-to-instructor interactions. The instructors approached the design of this course to address personalization (student-to-instructor interaction), meaningful engagement (student-to-content interaction), and ongoing checks of student understanding (student-to-instructor and student-to-content interactions). The authors conclude the article with recommendations for future online course development and implementation in the field of teacher education.
Updated: Jul. 09, 2009
The survey presented in this paper investigates teachers perspectives of the effectiveness of the European Pedagogic ICT Licence pilot test in Greece.51 primary and secondary education teachers participated in the study, immediately following the blended training course. Data were gathered using both quantitative and qualitative research techniques. The findings indicated that the teachers were satisfied with both their participation to the course and the knowledge they acquired from the training.
Updated: Feb. 11, 2009
Student-Teachers' Evaluation on the Use of Different Modes of Problem-Based Learning in Teacher Education
This article reports how the 13 student-teachers in the Integrated Humanities Major Method course evaluated the use of three different modes of PBL delivery, namely: the classical PBL; an alternate pattern of PBL and teacher-led deductive workshops; and a modified PBL using problem-based scenario inductive inquiry workshops. The outcome shows strong preference for the use of the modified PBL approach while the majority agreed the classical PBL style is the most challenging among the three modes.
Updated: Feb. 02, 2009
The article explores course evaluation in medical teacher education. Some of the topics discussed include: features of medical education that impact on course evaluation, a framework for course evaluation, measurement issues important to data gathering and interpreting and research expansion.
Updated: May. 27, 2008
Are they the same? Comparing the instructional quality of online and face-to-face graduate education courses
This study looks at response rates and compares instructional quality, using student course evaluations along with additional data from online and face-to-face graduate education courses, to evaluate the effectiveness of instruction. A statistical analysis of students' course evaluations showed no significant difference in instructional quality based on the format used. Together with comparisons of student work, these results provide additional evidence in support of the finding of no significant difference between formats in the area of instructional quality.
Updated: Jan. 15, 2008