ERIC Number: ED063518
Record Type: Non-Journal
Publication Date: 1972
Reference Count: N/A
Evaluating College Classroom Teaching Effectiveness. PREP-34.
Ronan, W. W.
This report, adapted from "Development of an Instrument to Evaluate College Classroom Teaching Effectiveness" by W. W. Ronan, puts the emphasis on the "student" evaluation of teaching performance. Two reasons given for this are: (1) The students are in direct relationship with teachers and can and do observe actual teaching and all its behavioral elements; and (2) There is evidence to show that observers and students do not agree on teaching performance. The critical incident technique (CIT) has been applied to college teaching in four separate studies including this one. A wide sampling of incidents of "best" and "poorest" teacher performances in their general dealings with students, was collected. These were put into two categories, Effective Behaviors and Ineffective Behaviors, with six subcategories under each. The subcategories under the major headings are: Personal Relationships With Students; Classroom Administration; Student Participation; Classroom Presence; Organization and Presentation of Material; and Evaluation of Student Performance. The Evaluative Behavioral Statements questionnaire is presented along with a bibliography and current ERIC entries on related subjects. (See ED 056 647 for the original document.) (LS)
Descriptors: Academic Achievement, Classification, College Faculty, College Students, Evaluation, Faculty, Higher Education, Instructional Materials, Psychology, Student Attitudes, Student Motivation, Teacher Behavior, Teacher Effectiveness, Teacher Evaluation, Teacher Influence
Superintendent of Documents, U. S. Government Printing Office, Washington, D. C. (Catalog No. HE5.212:12089, $0.45)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Communication (DHEW/OE), Washington, DC.
Authoring Institution: Georgia Inst. of Tech., Atlanta.