Assessing Effective Teaching of Psychology: A Meta-Analytic Integration of Learning Outcomes

Autor/inn/en	Tomcho, Thomas J.; Foels, Rob
Titel	Assessing Effective Teaching of Psychology: A Meta-Analytic Integration of Learning Outcomes
Quelle	In: Teaching of Psychology, 35 (2008) 4, S.286-296 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
Schlagwörter	Teacher Effectiveness; Academic Achievement; Psychology; Ethics; Educational Research; Performance Based Assessment; Outcomes of Education; Grades (Scholastic); Statistical Analysis; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Psychologie; Ethik; Bildungsforschung; Pädagogische Forschung; Leistungsermittlung; Lernleistung; Schulerfolg; Notenspiegel; Statistische Analyse; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Teaching researchers can assess learning outcome effectiveness as a function of students' graded performance or changes in knowledge, skills and behaviors, or attitudes. We meta-analyzed 197 studies to determine the effectiveness of teaching activities in "Teaching of Psychology (ToP)" both overall and also as a function of type of learning outcome assessment. We found that, on average, studies evidenced a medium effect size across types of learning outcomes. Given the effectiveness of "ToP" teaching activities, researchers should address the (a) potential confounding role of teacher rapport, immediacy, and alliance in evaluating teaching effectiveness; (b) ethics of teaching activity development; and (c) appropriateness of using course grades to assess teaching activity effectiveness. (Contains 2 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10