The purposes of this study were to identify the procedures and criteria used for conducting teacher performance evaluation in Texas public schools, to determine the degree to which teacher performance evaluation procedures and instruments reflect the stated evaluation policies of Texas public schools, and to determine the degree to which teacher performance evaluation instruments used in Texas public schools reflect presage criteria (teacher characteristics) as opposed to process criteria (teacher behavior) as opposed to product criteria (student change or gain) as opposed to general job performance requirements (job expectations). The main findings include the following. (1) Teacher performance evaluation is required in all Texas public school districts and is often performed several times a year by more than one observer. The building principal is the key person involved in this process. (2) Although all school districts stated the supervisory function of the improvement of instruction as the major purpose of their teacher performance evaluation policy, a large number of school districts utilize teacher performance evaluation for the administration functions of serving as a basis for retention or dismissal. (3) If in reality teacher performance evaluation were construed as the improvement of instruction or teaching performance, it should be predictable that process criteria (teacher behavior) would account for the majority of items in the evaluation instruments. However, these items accounted for only about one-fourth of the total number. At the same time, items relating to general job requirements accounted for over 50 percent of the items. This exhibits a maintenance rather than teaching thrust. (4) The data gathered on current teacher performance evaluation instruments appear to be highly pertinent to maintaining the school as an organization and appear to be helpful in making personnel decisions. (5) Teacher performance evaluation instruments in Texas public schools are much more heavily weighted toward assessing teachers in their multiple roles rather than the many aspects of teaching.

The problem of this study was the identification of selected characteristics of Minnie Stevens Piper Professors. Purposes of the study were: (a) to determine characteristics of Minnie Stevens Piper Professors, and (b) to determine whether these professors possess characteristics which typify outstanding college teachers as described by the Selection Research, Incorporated College Teacher Perceiver interview. Forty subjects, 20 from community colleges and 20 from senior colleges, were randomly selected from the 1978 through 1988 lists of Piper Professors. Fifteen community college and 11 senior college professors agreed to participate by being interviewed with the College Teacher Perceiver. This interview identified 13 characteristics, or themes, of excellent college teachers.

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An attempt was made to determine the presence of subjectivity in the appraisal system of a data processing company. Ninety-one clerks were given individual performance ratings by their supervisors, including an overall rating and ratings on seven performance dimensions. A multiple regression performed on these data resulted in a set of empirical weights. Supervisors were also asked to rank the relative importance of each of the seven dimensions to the clerk job. The mean rankings were regarded as apparent weights. A comparison of the empirical and apparent weights led to the conclusion that supervisors were not rating their employees according to what they said was important for successful performance, thus introducing an element of subjectivity into the system.

The purpose of the study is to describe the current status of and the relationships between teacher self-efficacy and in-service teachers’ perceptions and/or attitudes of (a) the quantity and quality of feedback from formative evaluation, (b) toward feedback from formative evaluation, and (c) the impact of feedback from formative evaluation on teacher self-efficacy. In addition to calculating correlation coefficients, 6 teachers were interviewed – 2 each from high, medium, and low efficacy schools. The quantitative data reported low, positive correlations between all of the factors. Statistically significant correlations were found between 8 of the 12 factors including teacher attitudes toward feedback from formative evaluation and: overall Teacher Sense of Efficacy Scale (r = .302), student engagement (r = .309), instructional strategies (r = .237) and classroom management (r =.266). Other statistically significant correlations were found between teacher perceptions of the impact of feedback from formative evaluation and its relationship to self-efficacy and: overall Teachers’ Sense of Efficacy Scale (r = .295), Student Engagement (r = .300), Instructional Strategies (r = .209), and Classroom Management (r = .282). The face-to-face interviews and online focus group supported the quantitative findings as the participants reported that they value formative evaluation and feedback and deem it a necessary component of professional growth. Participants felt that they would benefit from an increased number of formative evaluations followed by specific, frequent and positive feedback. The participants indicated that their self-efficacy was not negatively impacted by infrequent observations and/or feedback that lacks detail.

Following Barr and Tagg's formalization of the concept of learner-centered educational practice at the postsecondary level as described in their seminal article in Change in 1995, survey instruments have been developed to assess teachers' beliefs about their own learner-centeredness.. The research reported in this dissertation examined the connection between college students' perceptions of teacher effectiveness on each of four dimensions appearing as questions on the IDEA Survey of student reaction to instruction and courses (developed at the IDEA Center, Kansas State University, in the early 1970s) and the Assessment of Learner-Centered Practices (ALCP): Beliefs Portion of the Postsecondary Level Instructor Survey, College Level (developed in early 1999 by B. L. McCombs, University of Denver Research Institute; alpha reliabilities reported). Using scoring rubrics accompanying the ALCP instrument, instructors were identified as learner-centered or non-learner-centered based on their responses. Independent t-tests were performed to determine whether learner-centered instructors were perceived differently by students in terms of teaching effectiveness than non-learner-centered instructors on each of four dimensions: overall excellence of course, overall excellence of instructor, effectiveness of instructor in helping students achieve relevant objectives in the course, and effectiveness of course and instructor in improving students' attitude toward the field of study. Students rated learner-centered instructors higher in all dimensions, but results were not statistically significant. Instructors were also identified as possessing learner- or non-learner-centered beliefs to a greater degree than that necessary for an overall designation. Independent t-tests were performed to determine any differences in student perceptions of effectiveness between these two groups. Again, students rated learner-centered instructors higher in all dimensions, but results were not statistically significant. Recommendations for further research with the ALCP instrument are made, including research to determine whether specific factors and/or questions prove to be statistically significant in predicting student evaluations of effectiveness. Also recommended are replications of the study to investigate moderating variables influencing accurate faculty self-identification of beliefs about teaching and learning.

In the thesis we compare several models for prediction of user preferences. The focus is mainly on Content Based models which work with metadata about objects that are recommended. These models are compared with other models which do not use metadata for recommendation. We use three datasets and three metrics to get the results of recommendation. The goal of the thesis is to find out how can the metadata about the users and the objects enhance the standard recommender models. However, the result is that the metadata can enhance recommendation in some cases, but it varies by used metrics and dataset. This enhancement is not significant.

The aim of the thesisis an analysis of EU credit rating agencies legal regulation in comparison with regulation in the USA. This analysis outlines the crucial and less important aspects of regulation in EU and USA. One of Chapters of this study is also describing the reflection of EU credit rating agencies regulation to Czech law. The thesis is composed of five chapters. First of them explains basic context and position of credit rating agencies. Chapter two is focused on EU legislation. Chapter Three briefly describes the position of credit rating agencies in the Czech Republic. Chapter Four illustrates the credit rating agencies legal regulation in USA. The text is mainly focused on Two of the EU regulations and, regarding the US legislation, on the Credit Rating Agency Reform Act, part of the Dodd - Frank Act and some of the more important rules conducted by Security Exchange Commission. The comparison of both legal systems is placed in Chapter Five and completed with commentary.

This June one of the biggest and most popular sports tournaments will take place in Austria and Switzerland, the European soccer championship 2008 (UEFA EURO 2008). Therefore millions of soccer fans in Europe and throughout the world are asking themselves: "Who is going to win the EURO 2008?" Many people, including sports experts and former players, give their guesses and expectations in the media, but there is also a group with financial incentives, like some economists who expect economical increases for the country of the winning team and bookmakers and their customers who directly make money with their beliefs. Some predictions are only guesses, but other predictions are based on quantitative methods, such as the studies of UBS Wealth Management Research Switzerland and the Raiffeisen Zentralbank. In this report we will introduce a new method for predicting the winner. Whereas other prediction methods are based on historical data, e.g., the Elo rating, or the FIFA/Coca Cola World rating, our method is based on current expectations, the bookmakers odds for winning the championship. In particular we use the odds for winning the championship for each of the 16 teams of 45 international bookmakers. By interpreting these odds as rating of the expected strength of the teams by the bookmakers, we derive a consensus rating by modelling the log-odds using a random-effects model with a team-specific random effect and a bookmaker-specific fixed effect. The consensus rating of a team can be used as an estimator for the unknown "true" strength of a team. Our method predicts team Germany with a probability of about 18.7% as the EURO 2008 winner. We predict also that the teams playing the final will be Germany and Spain with a probability of 13.9%, where Germany will win with a probability of 55%. In our study, Italy, the favorite according to the current FIFA/Coca Cola World ranking and Elo ranking, has a much lower probability than these teams to win the tournament: only 10.6%. The defending champion Greece has low chances to win the title again: about 3.4%. Furthermore, the expected performance of the host countries, Austria and Switzerland, is much better in the bookmakers consensus than in the retrospective Elo and FIFA/Coca Cola World ratings, i.e., indicating an (expected) home court advantage. Despite the associated increase in the winning probabilities, both teams have rather poor chances to win the tournament with probabilities of 1.3% and 4.0%, respectively. In a group effect study we investigate how much the classification into the four groups (A-D) affects the chance for a team to win the championship. / Series: Research Report Series / Department of Statistics and Mathematics

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