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Autor/inn/en | Cherry, Brian D.; Grasse, Nathan; Kapla, Dale; Hamel, Brad |
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Titel | Analysis of Academic Administrators' Attitudes: Annual Evaluations and Factors That Improve Teaching |
Quelle | In: Journal of Higher Education Policy and Management, 39 (2017) 3, S.296-306 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-080X |
DOI | 10.1080/1360080X.2017.1298201 |
Schlagwörter | Administrator Attitudes; Path Analysis; Educational Quality; Instructional Improvement; Accountability; Higher Education; State Universities; College Faculty; Teacher Selection; Faculty Promotion; Tenure; Statistical Analysis; Teacher Evaluation; Teacher Effectiveness; Administrator Surveys; Michigan Pfadanalyse; Quality of education; Bildungsqualität; Unterrichtsqualität; Verantwortung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Staatliche Universität; Fakultät; Amtszeit; Beschäftigungsdauer; Statistische Analyse; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg |
Abstract | This article examines academic administrators' attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university's goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators' perceptions of academic evaluations and the ability to improve classroom instruction. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |