The problem of this study is to determine the relationship between attitudes of student teachers and the way these student teachers are perceived by their pupils. A subproblem is the effect of student teaching on these attitudes.

The study attempted to determine the relationship between student evaluation of instruction and institutional performance ratings with the following predictors: faculty job satisfaction, faculty attitudes toward the evaluation process, faculty attitudes toward factors associated with the evaluation process, and faculty characteristics.

This study describes how undergraduate students in their junior and senior year seeking a bachelor’s degree in hospitality management at a regionally accredited university perceive their professors’ instructional attributes and behaviors. This examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their academic success. The study also sought to identify any obstacles faced by the participating undergraduate students and their faculty as indicators of how to mitigate such obstacles. This study included a review of an extensive collection of research on student perspectives and how those perspectives may reflect on the evaluation of the adequacy of various teaching techniques and academic practices. This study found that the instructional attributes that participating students reported that they value include: agreeableness (concern and regard for students), accommodation (accessibility), and receptiveness to others’ conclusions (support of class inquiries and exchange), yet all instructors do not exhibit each of these attributes. This study identified the positive teaching characteristics of professors in one setting and how these professors interact with their students in a manner that captures students’ attention and promotes teaching and learning in the classroom. It also suggests attributes that professors in this setting and discipline may wish to elevate to better connect with students in the classroom. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Yiu Tat-choi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 68-69). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Student Ratings of Instructors --- p.2 / Chapter 1.2 --- Research Plan and Difficulties Encountered in the Study --- p.4 / Chapter 2 --- Data and An Overall Picture of Study --- p.7 / Chapter 2.1 --- The Questionnaire and Data Collection Method --- p.7 / Chapter 2.2 --- Pilot Study --- p.8 / Chapter 2.3 --- Data Editing --- p.12 / Chapter 2.3.1 --- Clerical Error --- p.12 / Chapter 2.3.2 --- Strange Patterns --- p.13 / Chapter 2.4 --- Missing Items ´ؤ Item Nonresponse --- p.14 / Chapter 2.5 --- Missing Items - Unit Nonresponse --- p.16 / Chapter 2.6 --- Effective Class Size --- p.21 / Chapter 2.7 --- Imputation of Item Nonresponse Data --- p.23 / Chapter 2.8 --- Overall Picture of Study --- p.25 / Chapter 3 --- Data Analysis I: Logistic Regression --- p.28 / Chapter 3.1 --- Conditional Independence --- p.29 / Chapter 3.2 --- Partial Correlation --- p.30 / Chapter 3.3 --- Simultaneous p-value --- p.31 / Chapter 3.4 --- Logit Model --- p.32 / Chapter 3.5 --- Logit Model for Ordinal Variables --- p.35 / Chapter 3.6 --- Iteratively Reweighted Least Squares (IRLS) Algorithm --- p.36 / Chapter 3.7 --- Criteria for Assessing Model Fit --- p.38 / Chapter 3.7.1 --- Assessing the Fit of the Model --- p.39 / Chapter 3.7.2 --- Pearson Chi-Square and Deviance --- p.40 / Chapter 3.8 --- Interpretation of the Coefficients of The Weighted Logistic Re- gression Model --- p.42 / Chapter 3.8.1 --- Nominal Independent Variable --- p.42 / Chapter 3.8.2 --- Continuous Independent Variable --- p.45 / Chapter 4 --- Data Analysis II: Adjusted Instructor Score --- p.49 / Chapter 4.1 --- Removing Effects of Class Characteristics Factor and Adjust- ing the Score --- p.50 / Chapter 4.2 --- Adjusted Instructor Score (AIS) --- p.54 / Chapter 4.3 --- Estimate Standard Error of AIS by Bootstrap Method --- p.55 / Chapter 5 --- Conclusion --- p.58 / Chapter 5.1 --- Comparison Between the AIS and Average Score --- p.58 / Chapter 5.2 --- Discussion --- p.60 / Appendix A1: Course Evaluation Survey Form --- p.63 / Appendix A2: Course Evaluation Supplementary Form . --- p.64 / Appendix B: Descriptive Statistics for Response Rate --- p.65 / Appendix C: The Descriptions of Class Characteristics Dummy Variables --- p.67 / Bibliography --- p.68

Thesis (Ph. D.)--Ohio State University, 1973. / Includes vita. Includes bibliographical references (leaves 275-303). Available online via OhioLINK's ETD Center.

End-of-course student ratings of teaching are among the most frequently used methods of evaluating instruction in university courses. Experiential courses focus on knowledge application and performance, and tend to be taught and experienced differently as compared to lecture type courses. Traditional instruments used in universities to gather data about the effectiveness of instruction tend to focus on teaching behaviors relevant to lecture type courses, and have not captured a professional practice dimension one would expect to find in experiential courses. The Student Perception of Teaching Effectiveness in Experiential Courses Scale (ESPTE) was designed to measure effective teaching across a university, and includes items related to a professional practice dimension. The primary aim of the study was to further examine the dimensions of effective teaching in experiential courses using the ESPTE, and to explore the appropriateness of the ESPTE instrument for use across several different disciplines. Additionally, the student ratings were examined in terms of influence of certain characteristics of the course and student raters, including anticipated grade, class size, course level, and students’ prior interest in the course. ESPTE instruments completed by the students of 364 experiential courses were used in this study. Mean course ratings for the items of the ESPTE were used as the unit of analysis. Factor analyses were conducted for the entire data set (1998-2005) and two subgroup data sets (1998-2002 and 2003-2005) to identify and confirm the dimensions of effective teaching measured by the ESPTE. To determine whether adjustments would be needed for the ESPTE, additional correlations and one-way ANOVAs were performed using factor scores. The factor analyses identified and confirmed three dimensions of teaching in experiential courses including a dimension related to professional practice. A fourth dimension involving grading did not form in analysis of the 2003-2005 data. Of the additional analyses, a prior interest in the subject or course (a priori motivation) had considerable influence on the course ratings. With appropriate adjustment for a priori motivation, the findings of this study can be used to provide useful information to instructors and administrators related to the effectiveness of instruction in experientially-oriented courses. / Thesis (Ph.D.)--Wichita State University, Dept. of Psychology. / Includes bibliographic references (leaves 57-66). / "July 2006."

No description available.

Thesis (M.A.)--Brigham Young University. Dept. of Communications. / Bibliography: leaves 55-56.

Thesis (M.S.) -- University of Tennessee, Knoxville, 2005. / Title from title page screen (viewed on Feb. 2, 2006). Thesis advisor: John Ray. Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of West Florida, 2003. / Title from title page of source document. Includes bibliographical references.