Literaturnachweis - Detailanzeige
| Autor/in | Onufer, Lindsay |
|---|---|
| Titel | A Comparative Case Study of Approaches and Institutional Factors That Affect Assessment of Teaching at a University |
| Quelle | (2021), (103 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Pittsburgh |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4268-6530-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Comparative Analysis; Institutional Characteristics; Teaching Methods; Teacher Evaluation; College Instruction; Student Evaluation of Teacher Performance; Teacher Effectiveness; College Faculty; Pennsylvania (Pittsburgh) |
| Abstract | For the past several decades, researchers have identified problems with the validity and reliability of student opinion of teaching survey (teaching survey) results, leading many researchers and faculty members to conclude that conducting comprehensive, meaningful assessment of teaching requires using multiple measures to collect and triangulate data from students, faculty peers, administrators, and others (AAUP, 1975; Arreola, 2007; Benton & Cashin, 2014; Berk, 2006; Vasey & Carroll, 2016). Despite the criticism of overreliance on teaching surveys, most institutions (Vasey & Carroll, 2016), including the University of Pittsburgh, continue using them as the primary means of assessing teaching effectiveness, and much is to be learned about how a university or academic unit can move to more comprehensive methods. In 2021, the University of Pittsburgh began an institution-wide process to create and implement plans to broaden and improve assessment of teaching. Using document analysis of assessment of teaching plan documents, I examined the approaches to and comprehensiveness of academic units' assessment of teaching plans. I conducted faculty focus groups to identify institutional factors that faculty perceived as having facilitated or impeded assessment of teaching planning. Results indicate that units that took team-based middle-out approaches, which required more faculty involvement than top-down, leader-led approaches, created more comprehensive plans. Focus group data analysis results also suggest that access to resources and aspects of unit culture affect this type of institutional change. Institutional drivers and barriers were also context-specific at the unit-level. This study concludes with recommendations for how various stakeholders at the University of Pittsburgh and change agents in other higher education institutions can facilitate assessment of teaching planning and improvement moving forward. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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