Challenges When Using a Standardized Approach for Assessing the Quality of College Teaching

Autor/in	Cisneros-Cohernour, Edith J.
Titel	Challenges When Using a Standardized Approach for Assessing the Quality of College Teaching
Quelle	In: Quality of Higher Education, 10 (2013), S.78-98 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; litauisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-1645
Schlagwörter	Qualitative Research; Case Studies; Special Needs Students; Observation; Interviews; Instructional Effectiveness; Teacher Effectiveness; Teacher Evaluation; Introductory Courses; Higher Education; Universities; College Faculty; Teaching Assistants; College Students; Illinois + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Sonderpädagogischer Förderbedarf; Beobachtung; Interviewing; Interviewtechnik; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Teacher appraisal; Lehrerbeurteilung; Einführungskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Fakultät; Collegestudent
Abstract	This article develops around a qualitative research case study of an instructor teaching an introductory course about students with special needs. Data collection involved document analysis, observations and interviews with administrators, the faculty member, his peers, teaching assistants and students. The case is also a reflective piece on the evaluation of teaching quality. Benefits and obstacles to using a standardized approach for evaluating an instructor teaching a required course for teacher certification are discussed, and important implications in the evaluation of both educational technology and college teaching are identified. (As Provided).
Anmerkungen	Vytautas Magnus University, Centre for Quality of Studies. South Daukanto g. 27-314, Kaunas, LT-44249, Lithuania. Tel: +370-37-327973; Fax: +370-37-327973; e-mail: zur+amk@skc.vdu.lt; Web site: http://www.vdu.lt/skc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10