The objective of this investigation is the development of an instrument for use by administrators, faculty members, and students in teachers training colleges in Bangkok, Thailand for the measurement and evaluation of the total requirements, responsibilities, and activities of faculty members. The purpose of this study is to develop a valid and reliable instrument for evaluating faculty performance effectiveness, as a means of improving instruction and learning, and as a standard for faculty promotion in Bangkok's teachers training colleges.

The purpose of this study was to devise and test a rating scale for humanities division chairpersons in four community colleges. The study sought resolution of the following problems: determine humanities division faculty's perceptions of effective and ineffective characteristics of humanities division chairpersons; determine the validity and estimates of reliability for the Humanities Division Chairperson Scale (HDCRS); and to determine the relationship that existed between the responses of the faculty and selected demographic variables and division chairperson's self-evaluation.

The objective of the present study was to investigate the validity of a new teacher rating inventory, the Iowa Early Learning Inventory (IELI). It is intended to assess the young students' cognitive behaviors, behaviors related to or supportive of the learning process. It is intended to be useful for early identification of students who are likely to encounter learning difficulties later in their academic careers. The intended users are kindergarten and 1st grade teachers. The construct theory of the IELI was empirically derived using qualitative analysis of behavior statements obtained from relevant sources. Six areas of cognitive behaviors emerged from the qualitative analysis. The IELI was constructed to measure these areas using representative behaviors for item content. All six areas of cognitive behaviors had medium or strong correlations with each other and all had correlations of medium strength with ITBS achievement measures. Investigation of the relationship of individual cognitive behavior areas with selected measures of achievement supported that the IELI captures variance related to other measures of related constructs. Confirmatory factor analyses of the structure of the IELI investigated five models consisting of the six areas. None of the models was evaluated as adequately fitting the data. The most promising model consisted of six correlated areas or factors, each defined by the items intended to measure the respective cognitive area. Investigation of sex DIF identified a small number of potential problems in three of the six areas, but investigation of ethnic DIF was inconclusive but called for further investigation. Overall, the results indicated that the IELI provides useful and valid information about the cognitive relationships of early learners.

The purpose of this study is to show the results of an investigation into the relations of Sunday school attendance with peer acceptance and teacher ratings.

No description available.

The main purpose of this study was to evaluate the total achievement scores and teacher ratings of pupils in three fourth grades in Chico and Decatur elementary schools to determine differences, if any, in the rate of progress between boys and girls and in teacher ratings. A secondary purpose was to make a study of individual differences in achievement and to make a number of case studies of pupils in one school.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

It is the purpose of this writer to determine if there is any significant difference between the teacher ratings of Latin-Americans and Anglo-Americans and if such differences are found to exist, an attempt will be made to determine the extent to which they prevail.