scholarly journals Exploring Faculty Beliefs About Teaching Evaluations: What is Missing from Current Measures?

2020 ◽  
Author(s):  
Benjamin Lutz ◽  
Allyson Barlow ◽  
Shane Brown ◽  
Dominga Sanchez
Keyword(s):  
Teaching Evaluations ◽  
Faculty Beliefs ◽  
Beliefs About Teaching

Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation

2021 ◽  
Author(s):  
Maia Popova ◽  
Annika Kraft ◽  
Jordan Harshman ◽  
Marilyne Stains
Keyword(s):  
Teaching And Learning ◽  
Contextual Factors ◽  
Teaching Experience ◽  
Secondary Level ◽  
Early Career ◽  
Teaching Beliefs ◽  
Student Centered ◽  
Faculty Beliefs ◽  
Beliefs About Teaching ◽  
Over Time

Literature at the secondary level has demonstrated a tight interconnectedness between one's beliefs about teaching and learning and one's instructional practices. Moreover, this research indicates that personal and contextual factors influence beliefs and that growth and changes in beliefs are most notable during the early years of one's teaching experience. Despite the substantial influence of teaching beliefs on educational decisions, very little research has been conducted at the post-secondary level in both characterizing and monitoring changes in beliefs over time of early-career faculty members. This study aims to fill this gap by investigating (1) the changes over two and half years in the beliefs of early-career chemistry professors in the United States, and (2) patterns between changes in beliefs and personal and contextual factors as defined in the Teacher-Centered Systemic Reform Model. Nine faculty were interviewed using the modified Luft and Roehrig's Teaching Beliefs Interview protocol in Fall 2016/Spring 2017 and then again in Spring 2019. Combination of constant-comparative analysis and cluster analysis were utilized to characterize faculty beliefs after each data collection cycle. Faculty also completed four surveys over the course of this longitudinal study. These surveys were analyzed to identify personal and contextual factors that could relate to changes in faculty beliefs over time. Overall, the participants expressed more unique beliefs about teaching and learning during the second interview. Despite this increase, the substance and the message of the beliefs remained fairly similar to the beliefs expressed during the first interview, which suggests that beliefs do not change as an artifact of teaching experience. Four of the faculty demonstrated a desirable shift to student-centered thinking, while three did not change and two shifted toward teacher-centered. Analysis of the survey data revealed that access and use of chemical education research journal and researchers, repeated opportunities to teach the same course, and instructor's continued learning efforts with respect to teaching were more pronounced among faculty who shifted toward student-centered thinking.

Faculty Attitudes Toward Student Teaching Evaluations

2010 ◽  
Author(s):  
Laura Aoki ◽  
Mary E. Kite ◽  
Mary Ellen Dello Stritto
Keyword(s):  
Student Teaching ◽  
Faculty Attitudes ◽  
Teaching Evaluations

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

Stewart-Williams and Halsey argue persuasively that gender bias is just one of many causes of women’s underrepresentation in science

2021 ◽  
Vol 35 (1) ◽  
pp. 40-44
Author(s):  
Stephen J Ceci ◽  
Shulamit Kahn ◽  
Wendy M Williams
Keyword(s):  
Gender Bias ◽  
Spatial Abilities ◽  
Sociocultural Factors ◽  
Gender Gaps ◽  
Teaching Evaluations ◽  
Evolutionary Origins ◽  
Funding Success ◽  
Acceptance Rates ◽  
Recent Synthesis ◽  
Letters Of Recommendation

Stewart-Williams and Halsey provide an unusually broad synthesis of the enormous literature on gender gaps in hiring, letters of recommendation, mathematical and spatial abilities, email appointment-making, people vs things orientation, within-gender variability, salaries, occupational preferences, and employment discrimination. They argue that sociocultural factors, while important, cannot by themselves account for the entirety of these gaps. In addition, they argue that factors resulting from evolutionary origins, cognitive ability gaps at the extreme right tail of the distribution, and underlying gender differences in abilities, preferences, and values are needed to explain why women are less well represented in the most math-intensive fields. In our commentary, we reprise our own recent synthesis (unpublished) of gender gaps in six domains (letters of recommendation, academic hiring, salaries, teaching evaluations, journal acceptance rates, grant funding success) and put our results in the context of these authors' arguments.

scholarly journals The Dictatorship Game: Simulating a Transition to Democracy

2015 ◽  
Vol 48 (02) ◽  
pp. 353-357
Author(s):  
Luis F. Jiménez
Keyword(s):  
Comparative Politics ◽  
Role Playing ◽  
Transition To Democracy ◽  
Sufficient Condition ◽  
Democratic Transitions ◽  
Theoretical Concepts ◽  
Teaching Evaluations ◽  
Central Topic

ABSTRACTA central topic in the comparative-politics subdiscipline is the study of democratic transitions. Despite a growing role-playing literature, there are currently no simulations that illustrate the dynamics of democratic transitions. This article proposes a role-playing simulation that demonstrates to students why it is difficult for countries to transition to democracy and why protests are a necessary but not sufficient condition to topple a dictatorship. As surveys and teaching evaluations subsequently showed, this exercise succeeded in clarifying the more difficult theoretical concepts as well as in making a potentially dry subject more accessible.

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