What Do Teaching Weights Tell Us?

Autor/inn/en	Harter, Cynthia L.; Schaur, Georg; Watts, Michael
Titel	What Do Teaching Weights Tell Us?
Quelle	In: Journal of Economic Education, 46 (2015) 3, S.310-323 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
DOI	10.1080/00220485.2015.1040183
Schlagwörter	College Faculty; Economics Education; Instruction; Research; Weighted Scores; Teacher Surveys; Class Size; School Size; Faculty Workload; Institutional Characteristics; Teacher Characteristics + Suchen Sie Ihr Suchwort? Fakultät; Wirtschaftskunde; Teaching process; Unterrichtsprozess; Forschung; Klassengröße
Abstract	Academic departments assign different relative weights to the importance of teaching and research. Those weights are used in making decisions about promotion, tenure, and annual raises. Presumably, raising the teaching weight should encourage faculty to increase time on teaching. Using survey data from U.S. faculty in 1995, 2000, 2005, and 2010, researchers show that at different schools teaching weights overlap extensively but vary, and that within different types of schools, those weights vary systematically based on class sizes in principles and intermediate theory courses, school or enrollment size, and for faculty who are assigned to teach principles classes. If departments and schools use teaching weights as a discretionary policy, successful implementation likely depends on adapting the policies to fit school, department, and faculty characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01