Reassessing College Students' Instructional Expectations and Evaluations.
End-of-course professor ratings were questioned and reconceptualized by including an initial student expectations measure. Using Stogdill (1959) as a model, contextual (classroom-related) expectations were differentiated from situational (institutional-press) expectations. Test and retest instrument...
| Publicado en: | Sociology of Education Vol. 48; no. 2; pp. 186 - 202 |
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| Formato: | Artículo |
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Sage Publications Inc.
Spring75
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=13008339&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 13008339 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00380407 SOO jtl: Sociology of Education issn: 00380407 maglogo: Y pubinfo: dt: Spring75 vid: 48 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 13008339 10.2307/2112475 ppf: 186 ppct: 16 formats: tig: atl: Reassessing College Students' Instructional Expectations and Evaluations. aug: au: Calista, Donald J. affil: Behavioral and Social Sciences Department Bennett College, New York. su: College students Rating of students Evaluation Universities & colleges Education Teachers sug: subj: College students Rating of students Evaluation Universities & colleges Education Teachers ab: End-of-course professor ratings were questioned and reconceptualized by including an initial student expectations measure. Using Stogdill (1959) as a model, contextual (classroom-related) expectations were differentiated from situational (institutional-press) expectations. Test and retest instrumentation employing factor-analysis and Critical Incident derived items with Semantic Differential scaling for 209 Ss in 8 social science classes in 3 colleges revealed significant differences between expectations and subsequent evaluations. Year in college produced little variability. If one shot ratings indicated the direction of expectations, they failed to demonstrate their intensity and scope. Since extrapolations from ratings generated only a limited understanding of student-teacher dynamics, extensions of an expectations-evaluations framework seemed appropriate. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1975 holdings: @attributes: islocal: N |
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