Methods and Techniques: Full-Semester and Abbreviated Summer Courses--An Evaluation of Student Performance

Autor/in	Anastasi, Jeffrey S.
Titel	Methods and Techniques: Full-Semester and Abbreviated Summer Courses--An Evaluation of Student Performance
Quelle	In: Teaching of Psychology, 34 (2007) 1, S.19-22 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1207/s15328023top3401_4
Schlagwörter	Academic Achievement; Student Attitudes; Higher Education; Courses; Summer Programs; Scheduling; Course Evaluation; Student Evaluation of Teacher Performance; Time Factors (Learning); Program Length + Suchen Sie Ihr Suchwort? Schulleistung; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursangebot; Sommerkurs; Disposition
Abstract	Faculty and administrators often believe that abbreviated courses are less effective than the same courses taught during a full semester. This study examined student academic performance and course evaluations for identical courses taught during abbreviated summer sessions or during regular semester sessions. Contrary to popular convention, results demonstrated that overall academic performance was similar in summer and full-semester courses. In addition, instructor ratings were comparable for regular semester and summer session courses, with summer courses rated as somewhat more challenging. Results provide empirical evidence that negative beliefs concerning abbreviated courses may be unfounded. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10