This dissertation looked at the relationship between students' evaluations of teaching (SET) at a large research university in the United States and a set of background variables comprised of nine course, instructor, and student characteristics. Data from over 130,000 course evaluations from over 4,000 courses from four distinct departments taught between 2007 and 2014 were analyzed. Student ratings have been used to formally evaluate effective teaching practices at all levels of education for nearly 100 years. The subsequent body of literature examining and challenging this practice is vast and continuously evolving, and largely built on issues of validity, reliability, and bias. The findings have varied considerably over the years, largely due to the institutional-uniqueness of the instruments being used, the differing methodologies used to analyze the data, and disagreement on how to interpret the findings. These issues have allowed SET to continue to be one of the most widely studied and debated topics found in the educational literature. Findings from this study provide further evidence that SET data should not be used to make broad comparative judgments, but are more appropriate as a measure to inform individual instructors. Significant differences were detected from all nine background variables, with meaningful differences observed at the departmental level. While some of the variance in ratings detected can be logically tied to evidence of effective teaching practices, others indicate potential unfair biases that could be harmful if precautions are not taken in how the data are distributed and used.

Thesis (Ph.D.)--Virginia Commonwealth University, 2010. / Prepared for: Dept. of Educational Studies. Title from title-page of electronic thesis. Bibliography: leaves 223-231.

Since some educators believe the underachiever and the low-ability student are frequently placed in business education classes for the purpose of finding him an easy way through school, this study attempts to determine just where the business education student actually ranks in achievement and ability as compared to students in other academic areas. The students used in this study come from the graduating classes of 1969 and 1970 of Beaverton and Sunset High Schools in Beaverton School District 48, Beaverton, Oregon. A business education student has been defined as one who has successfully completed at least two of the following courses: Shorthand II; Office Techniques or Vocational Office Block; Bookkeeping; and Business Law. A survey instrument was used to separate the business education from the non-business education students. The survey instrument records the scores of DAT (Differential Aptitude Tests) and the GPAs (grade point averages) of all students included in this study. Mean scores were computed reflecting the DAT scores and GPAs of both groups. These mean scores reflecting the difference between the business education and non-business education students were tested to determine the level of significance. StUdents included in this survey numbered 1705: 199 classified as business education students and 1506 classified as non-business education students. The study revealed a sharp decline in the number of students enrolled in business education in 1970, as compared to 1969. The mean DAT score for the business education student was 56.35 as compared to 62.60 for the non-business education student. The difference of 6.25 was tested and had a critical ratio of 3.11, which is significant at the .01 level. The mean GPA for business education students was 2.56 as compared to 2.68 for the non-business education students. This difference of .12 was tested and had a critical ratio of .86, which is not significant. The reasons for the decline in the number of students enrolled In business may be: (1) the addition of new courses to the school curriculum; (2) fewer students are taking business education classes as defined by this study; and (3) business education is not as appealling as it once was because of changing business patterns. The fact that business eciucation students are of a lower ability might be because; (1) business education classes appeal to the lower ability student; or (2) that counselors do, in fact, use business education as a dumping ground. Since this study revealed that the GPA of business education students nearly equals that of other students, the possibility exists that: (1) business education is more Interesting than some other subjects; (2) the content of business education classes is less challenging; (3) less student performance is required in business education; or (4) business education attracts the overachiever. The main purposes of this study were to: (1) provide more effective guidance and placement of students in business education; (2) provide informative data upon which to base future curriculum planning; and (3) verify or disprove the prevailing assumption that business education students are of a lower caliber. Since this study has revealed that the number of students enrolled in business education has declined and that business education students are in reality of lower ability, the results have been given to the counseling and business education departments at the schools involved. It is hoped that the results will help educators make a realistic assessment of the condition that does exists, so students can be placed and schooled in their areas of interest. Further studies are needed to: (1) determine whether or not the decline of students enrolling in business education will continue; (2) determine if the low-ability students are being channeled into new courses added to the school curriculum; and (3) reveal how business education students are performing in specific academic areas. Such studies might be of additional value to counselors through a more effective channeling of students into appropriate interest areas and careers.

The decision to pass or fail a nursing student should be based on a careful assessment of their clinical performance and a commitment to ensuring that they have the knowledge, skills, and behaviors needed to provide safe, effective, and compassionate care to patients. This decision is difficult for clinical nurse faculty, yet one that all educators face at some point in academia. his qualitative descriptive study was conducted to explore the perceptions of the marginal nursing student by clinical nursing faculty. Bondy’s (1983) Criteria for Clinical Evaluation was used as the framework for this study, from which semi-structured questions for the interview guide were derived. Seventeen participants were interviewed from a large metropolitan tristate area (New York, New Jersey, and Connecticut). Each participant was a clinical nursing faculty holding a master’s or doctoral-level degree while still actively participating in their individual academic positions within their respective schools of nursing. The time spent in academia by the participants ranged from 3 to 38 years, while time spent as a registered professional nurse ranged from 13 to 49 years. Despite the differences in nursing clinical specialties or length of time teaching in their individual institutions of higher learning, there were remarkable similarities in their experiences. Three major themes were generated from the data: (1) The Nervous and Anxious Nursing Student—Not Comfortable or Confident; (2) Student’s Inability to Effectively Prioritize Nursing Care—Needing Prompting; and (3) Weak or Average Student Requiring Improvement—However, Moldable into a Stronger Student. Findings revealed that clinical nursing faculty perceives marginal students as facing a variety of challenges that can impact their academic success. Addressing the needs of marginal students requires a holistic approach that includes addressing their physical, emotional, and cognitive needs. Clinical nursing faculty can provide guidance, feedback, and reassurance to help marginal nursing students build their skills and confidence. By creating a supportive learning environment that fosters collaboration, teamwork, mutual respect, and adequate time on the clinical unit, marginal nursing students can overcome their anxiety and become confident and competent healthcare professionals.

The objective of this dissertation was to explore the paradoxical nature of Combinatorics as both a difficult and accessible domain in Mathematics, particularly for K-12 students. This paradox in Combinatorics' nature raised questions about how students interact with problems in this domain and the factors influencing their understanding and engagement with mathematics. To investigate these aspects, the study utilized a mixed-methods approach. Quantitative data was derived from the Exame Nacional do Ensino Médio (ENEM), a large-scale nationwide assessment in Brazil. The analysis focused on 28 Combinatorics problems identified across 12 years of the exam, comparing them with non-Combinatorics problems. The study also involved qualitative methods, specifically task-based interviews with Brazilian students, primarily from disadvantaged school backgrounds. These interviews aimed to provide deeper insights into how students approach, understand, and engage with Combinatorics problems. The findings revealed that while the combinatorial domain is notably accessible in the sense that it allows students with varied backgrounds to understand what problems ask, this accessibility does not necessarily translate into students consistently arriving at correct solutions. The study also found that achievement gaps between students of private and public schools in Brazil are smaller in Combinatorics is than in other mathematical domains. Together, these findings point to Combinatorics as a domain that can contribute to issues of equity in mathematics teaching and learning. Furthermore, the research underscored the importance of considering both the 'product' (correct answers) and 'process' (mathematical thinking) aspects in mathematics education, especially in contexts aiming to promote equitable learning opportunities.

The Lesotho Junior Secondary Examination Analysis (2009 and 2010) revealed that students performance in Mathematics in general and Transformation geometry of rotation in particular was generally poor. Only a few number of students that sat for the final Form C Examination passed. This study employed the van Hiele’s levels of learning to investigate and describe the difficulties students have in the learning of rotational transformation geometry. Both a written test and interview were used to solicit information regarding students’ difficulties. This information was collected from 90 students from Qaoling Secondary School in Maseru district in Lesotho. Findings from the study revealed that students had difficulties in identifying and naming transformation of rotation, finding the centre, angle of rotation and locating the exact image of a rotated figure after rotation. Also, they had greater difficulties when using transformation to do proof. The analysis showed that students mostly had difficulties at the level of Abstraction and Deduction. This gave an indication that the vast majority of the students in Form C are reasoning at the lowest two levels of the van Hiele’s model which are Visualization and Description. For these students’ difficulties to be curbed, the analysis demonstrated amongst others that teachers needed to use Manipulative materials and Information Communication Technology (ICT) during the process of teaching and learning. Manipulative materials provide experience in which students can transfer their understanding smoothly from one concept to another. / Mathematics Education / M. Ed. (Mathematics Education)

Thesis (MPhil)--University of Stellenbosch,2002. / ENGLISH ABSTRACT: Changing circumstances and new initiatives have made it necessary for Higher Education institutions to reflect on all aspects of their teaching portfolios. Recent global and national trends have had numerous implications for different aspects of the university as an entity, which in turn have important implications for teaching, and particularly postgraduate teaching. The need for greater transparency and efficiency is forcing universities into discussions around facing these challenges. The overarching aims of this study were twofold: firstly, to identify historical and current tendencies and patterns in postgraduate studies at the University of Stellenbosch and secondly, to determine the enabling and constraining factors relating to postgraduate studies at the University of Stellenbosch. It was decided to focus on both completed postgraduate students (years 1991 - 1999) as well as current postgraduate students (year 2000). Furthermore, "postgraduate" was defined as relating to all Master's and Doctoral students at the University of Stellenbosch. The empirical research for this study included three components. Firstly, two postal surveys were carried out at the University of Stellenbosch in 2000 in order to explore a representative sample of postgraduate students' attitudes and perceptions. Secondly, a secondary data analysis of existing data on the University database for postgraduate students was carried out in order to do an estimate of success- and follow through rates. Finally, interviews were conducted with coordinators of four postgraduate programmes at different departments in the Faculty of Arts at the University of Stellenbosch. Results show that the nature of postgraduate studies at the University follows the same form of dynamics, diversity and complexity that characterizes postgraduate studies worldwide. Although there has been an exceptional increase in the number of postgraduate students over the past decade, completion rates have stayed the same. This increase in numbers places enormous additional administrative, academic and managerial demands on the University. Although postgraduate students (both completed and current students) seem to have a general positive perception of the University, its academic and administrative services as well as the quality of postgraduate supervision, there are certain aspects that can still be improved upon. For example: the University has to realize that although the completion rates of postgraduate students have reasonably stayed the same over the last decade, the number of students who did not complete increased with almost 50%. The University has to put structures in place in order to cope with the increasing demands these students are placing on administration, departments and supervisors. Also, although it seems as if the University are open to the trends in higher education, they are not totally geared for part-time and non-resldentlal students. All four programmes in the Arts Faculty were initiated by individual academics within the departments. In terms of managing postgraduate students within departments, it seems that greater standardization regarding aspects of admission, administrative support, requirements for research proposals, examination and guidelines for the research components are needed. Supervisors and students both need to know what is expected from them. In terms of the supervisory process, supervisors must have guidelines in terms of what their responsibilities are and they have to realize the importance of their task. Students need to be informed about their rights and the whole process of postgraduate studies. Overall, it is the responsibility of the University, together with its postgraduate students and supervisors to ensure that the process of postgraduate studies is characterized by success, effectiveness and efficiency. / AFRIKAANSE OPSOMMING: Veranderende omstandighede en nuwe beleldsmaatreels maak dit noodsaaklik dat Hoer Onderwysinrigtings deurentyd besin oor aile aspekte van hul missies en funksies. Resente globale en nasionale tendense het verreikende implikasies vir verskeie aspekte van die universiteitswese, waarvan die gevolge vir die onderrigtaak, en in besonder nagraadse onderrig, van besondere belang is. Oproepe tot deursigtigheid, gekoppel aan die imperatief tot doeltreffendheid, is alles faktore wat universiteite tot besinning dwing. Die doel van hierdie studie was om die historiese en huidige tendense en patrone in nagraadse studie aan die Universiteit van Stellenbosch te skets asook om vas te stel wat is die bemiddelende en belemmerende faktore wat nagraadse studie by die Universiteit kenmerk. Daar is besluit om te fokus op beide afgestudeerde studente (vanaf 1991 tot 1999) asook huidige studente (ingeskryf in die jaar 2000). Verder is "nagraads" gedefinieer as verwysende na aile meesters en doktorale studente by die Universiteit van Stellenbosch. Die empiriese navorsing vir hierdie studie bestaan uit drie komponente. Eerstens is twee posopnames in 2000 uitgevoer om "n verteenwoordigende steekproef van nagraadse studente aan die Universiteit se persepsies rakende hul nagraadse studie te toets. Verder is daar "n sekondere analise uitgevoer van bestaande data op die Universiteit se databasis vir nagraadse studente spesifiek met die doel om sukses- en deurvloeikoerse van nagraadse studente te bepaal. Laastens is onderhoude gevoer met koordineerders van vier nagraadse programme aan verskillende departemente binne die Fakulteit Lettere en Wysbegeerte. Die resultate toon dat die aard van nagraadse studie aan die Universiteit van Stellenbosch dieselfde mate van dinamika, toenemende diversiteit en gepaardgaande kompleksiteit weerspleel as wat nagraadse studies wereldwyd kenmerk. Alhoewel daar "n buitengewone toename in nagraadse studentegetalle aan die Universiteit oor die afgelope dekade was, het die voltooiingskoerse van studente dieselfde gebly. Hierdie toename in getalle plaas geweldige ekstra administratiewe, akademiese en bedryfseise aan die Universiteit. Alhoewel nagraadse studente (beide afgestudeerd sowel as huidig) in die algemeen "n positiewe persepsie van die Universiteit, sy akadernlese en administratiewe dienste, sowel as die kwaliteit van nagraadse studieleiding blyk te he, is daar enkele sake waarop verbeter kan word. 50 byvoorbeeld moet die Universiteit besef dat alhoewel voltooiingskoerse konstant gebly het, het die getal van nagraadse studente wat nie voltooi nie, met ongeveer 50% gestyg. Die Universiteit moet strukture in plek stel om te kan voldoen aan die toenemende eise wat sy nagraadse studente aan administrasie, departemente en studieleiers stel. Alhoewel die Universiteit oop blyk te wees vir nuwe tendense in hoer onderwys, blyk dit dat hy nog nie heeltemal gerat is vir deeltydse studente en nle-resldenslele studente nie. AI vier die programme in die Fakulteit Lettere en Wysbegeerte het ontwikkel uit individuele akademici binne departemente. In terme van die bestuur van nagraadse studente binne departemente, is groter standardisasie van aspekte rakende toelating, administratiewe ondersteuning, vereistes rondom navorsingsvoorstelle, eksaminering en riglyne vir die navorsingskomponent van nagraadse studies nodig. Beide studieleiers en studente moet besef wat van hulle verwag word. In terme van die proses van studieleiding, moet studieleiers oor riglyne beskik van hulle verantwoordelikhede en verder moet die belangrikheid van die taak besef word. 5tudente moet ingelig word oor hulle regte en die proses van nagraadse studie. Die Universiteit, tesame met sy nagraadse studente en studieleiers, moet verseker dat die proses van nagraadse studies gekenmerk word deur sukses, effektiwiteit en doeltreffendheid.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1982.

The Lesotho Junior Secondary Examination Analysis (2009 and 2010) revealed that students performance in Mathematics in general and Transformation geometry of rotation in particular was generally poor. Only a few number of students that sat for the final Form C Examination passed. This study employed the van Hiele’s levels of learning to investigate and describe the difficulties students have in the learning of rotational transformation geometry. Both a written test and interview were used to solicit information regarding students’ difficulties. This information was collected from 90 students from Qaoling Secondary School in Maseru district in Lesotho. Findings from the study revealed that students had difficulties in identifying and naming transformation of rotation, finding the centre, angle of rotation and locating the exact image of a rotated figure after rotation. Also, they had greater difficulties when using transformation to do proof. The analysis showed that students mostly had difficulties at the level of Abstraction and Deduction. This gave an indication that the vast majority of the students in Form C are reasoning at the lowest two levels of the van Hiele’s model which are Visualization and Description. For these students’ difficulties to be curbed, the analysis demonstrated amongst others that teachers needed to use Manipulative materials and Information Communication Technology (ICT) during the process of teaching and learning. Manipulative materials provide experience in which students can transfer their understanding smoothly from one concept to another. / Mathematics Education / M. Ed. (Mathematics Education)

This study is designed to reveal whether students acquire the domains and levels of library skills discussed in a learning library skills theory after participating in an online library instruction tutorial. The acquisition of the library skills is demonstrated through a review of the scores on online tutorial quizzes, responses to a library skills questionnaire, and bibliographies of course research papers. Additional areas to be studied are the characteristics of the participants enrolled in traditional and online courses at a community college and the possible influence of these characteristics on the demonstrated learning of library skills. Multiple measurement methods, identified through assessment of library instruction literature, are used to verify the effectiveness of the library skills theory and to strengthen the validity and reliability of the study results.