New nurses apply only basic source evaluation criteria but realize their skills are lacking: More sophisticated approaches to teaching evaluation skills are required

Given the rapid development and dissemination of various information types within CMC, source evaluation methodology is increasingly difficult and has been complicated further by dominant academic approaches. We trace the reification of book-based evaluation criteria and how its exalted status has been undergirded by a mentality that reinscribes old patterns of credibility onto wholly new entities such as the World Wide Web. Additionally, we trace the development and implementation of these book-based criteria from an influential article to their various incarnations in the MLA handbook, an examination that reveals how CMC has been ignored, then sequestered, and ultimately embraced, albeit lukewarmly. Finally, we will recommend using a rhetorical approach to source evaluation, which can be easily applied to assignments in the composition classroom.

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Teaching Performance, Service, and Scholarship: The Rewarding of U.S. Media and Communication Faculty Members’ Teaching in Tenure and Promotion Documents

Journalism & Mass Communication Educator ◽

10.1177/10776958211016762 ◽

2021 ◽

pp. 107769582110167

Author(s):

Serena Miller

Keyword(s):

Teaching And Learning ◽

Evaluation Criteria ◽

Teaching Evaluation ◽

Faculty Members ◽

Learning Performance ◽

Teaching Performance ◽

Scholarship Of Teaching ◽

Evaluation Approach ◽

Distinct Area ◽

Media And Communication

University reward systems (i.e., tenure and promotion standards) can shape educators’ behaviors and dedication to teaching. This study contributes to knowledge by conceptually mapping teaching evaluation standards through a thematic analysis of U.S. tenure and promotion documents from media- and communication-centric departments. The results revealed that evaluation criteria coalesced around three areas: (a) teaching performance, (b) teaching service, and (c) scholarship of teaching and learning. Performance was the most formalized teaching evaluation approach, while scholarship of teaching, a distinct area, was much less present. Conceptual and empirical clarification associated with the scholarship of teaching and learning is presented.

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An evaluation of Islamic moral teaching for students of Madrasah Aliyah Negeri (MAN)

Research and Evaluation in Education ◽

10.21831/reid.v4i1.18877 ◽

2018 ◽

Vol 4 (1) ◽

pp. 1-11

Author(s):

Siti Amanah ◽

Haryanto Haryanto

Keyword(s):

Data Analysis ◽

Evaluation Model ◽

Descriptive Analysis ◽

Evaluation Criteria ◽

Teaching Evaluation ◽

Moral Judgments ◽

Analysis Method ◽

Teaching Program ◽

Moral Teaching ◽

Qualitative Descriptive

This research is aimed at evaluating: the preparation, implementation, and outcome of the moral teaching program using Stake Countenance evaluation model (antecedent, implementation, and outcome). The study was conducted at Madrasah Aliyah Negeri (MAN) Cilacap, MAN Kroya, and MAN Majenang. The subjects were the principals, teachers of Aqidah Akhlak, chairpersons of the Madrasah Committee, and 276 grade XII students. Interview, observation, questionnaire, and documentation were used as data collection techniques. The data analysis method used was the quantitative-qualitative descriptive analysis. The result of the evaluation shows that: (1) the preparation of the moral teaching is in ‘good’ category; (2) the implementation of moral teaching in terms of time and methods is in ‘good’ category, but the model of moral judgments used is not in ‘good’ category; (3) the result of moral teaching in the madrasah and outside the madrasah as a whole is in ‘good’ category. Thus, Islamic moral teaching evaluation of MAN in Cilacap Regency viewed from the preparation, implementation, and the result is in accordance with the evaluation criteria. In addition, there is a need for further action to examine the effectiveness of moral teaching in madrasahs.

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A method for teaching evaluation of scientific articles in the dental literature

Journal of Dental Education ◽

10.1002/j.0022-0337.1972.36.11.tb00616.x ◽

1972 ◽

Vol 36 (11) ◽

pp. 48-52 ◽

Cited By ~ 1

Author(s):

RS Kaslick ◽

A Van Stewart ◽

AI Chasens

Keyword(s):

Teaching Evaluation

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The Graduate Dysphagia Course: Opening the Door to New Frontiers

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig13.104 ◽

2016 ◽

Vol 1 (13) ◽

pp. 104-112

Author(s):

Karen A. Ball ◽

Luis F. Riquelme

Keyword(s):

Graduate Student ◽

Paradigm Shifts ◽

Speech Language Pathology ◽

Approaches To Teaching ◽

Graduate Level ◽

Graduate Curriculum ◽

Current Trends ◽

Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

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