Determinants of teaching quality: What's important to students?

dc.contributor.author	Broder, JM	en
dc.contributor.author	Dorfman, JH	en
dc.date.accessioned	2014-06-06T06:42:33Z
dc.date.available	2014-06-06T06:42:33Z
dc.date.issued	1994	en
dc.identifier.issn	03610365	en
dc.identifier.uri	http://dx.doi.org/10.1007/BF02496703	en
dc.identifier.uri	http://62.217.125.90/xmlui/handle/123456789/681
dc.title	Determinants of teaching quality: What's important to students?	en
heal.type	journalArticle	en
heal.identifier.primary	10.1007/BF02496703	en
heal.publicationDate	1994	en
heal.abstract	A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations. An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent of the explained variation in course ratings was associated with attributes that measure how much a student learned in the course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed. © 1994 Human Sciences Press, Inc.	en
heal.publisher	Kluwer Academic Publishers-Human Sciences Press	en
heal.journalName	Research in Higher Education	en
dc.identifier.issue	2	en
dc.identifier.volume	35	en
dc.identifier.doi	10.1007/BF02496703	en
dc.identifier.spage	235	en
dc.identifier.epage	249	en