Factor analysis of an instructor rating form administered to three successive student and teacher populations revealed a reasonably consistent factor structure across analyses. Substantial changes in proportions of common variance appeared when comparing anonymous and nonanonymous conditions. (Author/LBH)

In a comparison of the values of college open admissions students and of college police students to their teachers' values, it was found that for both groups new students differ from the faculty more than do advanced students. This suggests value changes in the direction of the faculty. (Author/LBH)

Four issues are examined: (1) the distribution of the four Clark-Trow student types among a sample of post-activist students; (2) intercorrelations between the four types; (3) the degree to which students' perceptions of the prevailing type relates to their own typological self-descriptions; and (4) factors affecting student self-classification.…

A sample of 903 physicians evaluated 10 aspects of their medical education for relevance and quality. Individual differences in retrospective satisfaction were related to premedical, medical school, and personality factors. (Author/LBH)

Using concepts suggested by Merton and Hagstrom, this study developed measures of "recognition" and "association" to assess student awareness of ambient research in their departments. Findings from a survey of 470 students show a high level of research awareness. (Author/LBH)

Using 3,355 class section means, the relationship between six predictor variables and student ratings of instruction was investigated. All linear interactions were found to be negligible although two predictor variables, expected grade and required-elective, provided large contributions to the prediction of the criterion measure. (Author/LBH)

Relationships between faculty members' attitudes toward collective action and their perceptions of the quality of the organizational characteristics of Fordham University were examined. The study was based on modern organization theory, contending that participant needs must be integrated with organizational goals. (Author/LBH)

Results of a questionnaire follow-up study of the employment and educational experiences of the graduates of the experimental Bachelor of Elected Studies (BES) program at Minnesota are reported. In spite of some differences, BES graduates compare favorably with regular liberal arts graduates. (Author/LBH)

Results of a survey of 65 graduate students suggest that students' values and attitudes play a major role in their evaluation of faculty and should be recognized by teachers when interpreting the data from such ratings. (Author/LBH)

It is argued that through the collegiate experience, the future college professor is socialized to a conventional teaching role, which is grounded in a traditional instructional model, and that efforts to increase instructional productivity must be cognizant of and consistent with this role and model. Empirical data support the hypothesis.…

Data from the National Longitudinal Study of the High School Class of 1972 indicate that transfer students come from lower SES families, and had lower academic ability, high school achievement, and educational aspiration than students enrolling in four-year institutions directly from high school. Implications are discussed. (Author/LBH)

The structure of geographic mobility from doctoral training to present employment is explored among sociologists, and a moderately strong correspondence between the academic quality of the Ph.D. region and that of the present job region is reported. (Author/LBH)

The relationship between salary increases and student ratings of teaching effectiveness was studied for a sample of 266 faculty members at Kansas State University. In general, there was a modest but significant correlation between ratings and percent salary increase, with correlations more pronounced in social science and humanities. (Author/LBH)

Romney's 1977 findings indicate that within student ratings, the course that an instructor teaches is as important a determiner of resulting ratings as the instructor himself. Reanalysis of his data indicates that the course effect is actually quite small, a result consistent with earlier studies. (Author/LBH)

Results of two experiments at the University of South Florida indicate that as grading practices are made less demanding, students learn less. They also suggest the possibility that the use of student-faculty evaluations influence the grading practices of instructors. (LBH)