Can Recognizing Students by Name Influence Student Evaluations of Teaching?

Autor/inn/en	Allred, Anthony T.; King, Skyler; Amos, Clinton
Titel	Can Recognizing Students by Name Influence Student Evaluations of Teaching?
Quelle	In: Journal of Education for Business, 97 (2022) 2, S.69-75 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2021.1888277
Schlagwörter	Teacher Student Relationship; Recognition (Psychology); Student Evaluation of Teacher Performance; Teacher Effectiveness; Memorization; College Faculty + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Recognition; Wiedererkennen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gedächtnistraining; Fakultät
Abstract	Using student evaluations of teaching (SET) to measure teaching effectiveness is controversial. This study explores the effects of memorizing student names on SET ratings and uses the halo effect as a theoretical foundation for the hypothesized outcome. Past research has suggested that tactics that connote flattery facilitate a halo effect, which increases one's desire to reciprocate. An experimental design was utilized to test the hypothesis. The results indicate that the memorization of student names does create a halo effect that positively affects SET ratings across the entire range of evaluation questions. The implications of these findings for promotion and tenure are subsequently discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01