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A study of components of effective t...

Brown, Deborah Reinhart.

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A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives./
作者:	Brown, Deborah Reinhart.
面頁冊數:	316 p.
附註:	Adviser: Jamie Cano.
Contained By:	Dissertation Abstracts International68-07A.
標題:	Education, Agricultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3273210
ISBN:	9780549131533

A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives.
Brown, Deborah Reinhart.

A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives. - 316 p.

Adviser: Jamie Cano.

Thesis (Ph.D.)--The Ohio State University, 2007.

The state of Ohio has instituted a system called "PRAXIS III: Classroom Performance Assessments" that is used to assess beginning teachers. These beginning teachers at the primary and secondary levels must have passed the PRAXIS III before they can receive their professional license to teach in Ohio. As teachers at the primary and secondary levels of education are being held to increasingly higher standards for licensure, students coming into colleges should have more exposure to teachers who are better prepared, use a variety of methods, show genuine care for students, and challenge their students to learn more deeply than in the past. Will our university faculties be prepared for this influx of more pedagogically-demanding students?

ISBN: 9780549131533Subjects--Topical Terms:

1022852
Education, Agricultural.

A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives.
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245 1 2 $a A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives.
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500 $a Adviser: Jamie Cano.
500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2766.
502 $a Thesis (Ph.D.)--The Ohio State University, 2007.
520 $a The state of Ohio has instituted a system called "PRAXIS III: Classroom Performance Assessments" that is used to assess beginning teachers. These beginning teachers at the primary and secondary levels must have passed the PRAXIS III before they can receive their professional license to teach in Ohio. As teachers at the primary and secondary levels of education are being held to increasingly higher standards for licensure, students coming into colleges should have more exposure to teachers who are better prepared, use a variety of methods, show genuine care for students, and challenge their students to learn more deeply than in the past. Will our university faculties be prepared for this influx of more pedagogically-demanding students?
520 $a This was a descriptive-correlational study of what comprised effective teaching from the perception of students and faculty in the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University, and to compare these perceptions. From the PRAXIS III assessment process came Enhancing Professional Practice: A Framework for Teaching (Danielson, 1996). The dependent variables for this study were the components and domains from "The Framework" (Danielson, 1996). The independent variables were demographic characteristics of the respondents. For the purpose of this study at the post-secondary level, only the domains of Classroom Environment and Instruction were studied.
520 $a Objectives of the study included identifying which components students perceived contributed to effective teaching, determining any differences in these perceptions by such factors as rank, department/major, age, enrollment status, grade-point average, hours spent working outside the classroom per week, and where students had begun their college careers. Similarly, faculty perceptions of components associated with effective teaching were identified and differences between rank, gender, department, and attendance at teaching workshops were determined. In addition, perceptions of effective teaching from students and faculty perspectives were compared. Questionnaires were distributed to faculty as paper copies, to students as an online survey using ZoomerangRTM.
520 $a Five factors were found that influenced student perceptions of the components and domains of effective teaching: the department in which their major was housed, grade-point average, whether or not they had begun college elsewhere, full-time vs part-time enrollment status, and number of hours working per week. Five factors also influenced faculty perceptions of the components and domains of effective teaching: the department in which they worked, faculty rank, gender, percent teaching appointment, and whether or not they had attended teaching workshops/seminars. Students and faculty agreed on the four most important components to effective teaching, although in slightly different orders. Results of a two-way ANOVA for faculty versus student by department showed differences in perceptions on three of the components and the overall domain of Classroom Environment with two significant interactions.
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