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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| Autor principal: | |
| Formato: | Artículo |
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Sage Publications Inc.
Spring75
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | 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. |
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