Interindividual consistencies in determining behavior-based dimensions of teaching effectiveness

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Abstract

Two experiments examined the issue of the universality of meanings of behavior-based teaching effectiveness dimensions within and across subgroups of undergraduates classified by sex, age, and major and a group of teachers. In Exp I, 565 pertinent critical incidents were gathered and categorized by students and 3 teachers. Exp II utilized 1,963 incidents independently categorized by 14 students. An unstructured situation format was used to avoid predetermination of dimensions by the researcher. The resulting dimensions were subjected to overlap analysis, yielding a measure of the extent of agreement among sets of critical incidents assigned to dimension. Results indicate a low extent of agreement within and between subgroups of categorizers. However, cluster analysis indicated that the present procedure is capable of identifying dimensions of effective performance and exhibiting consensus regarding interpretations of actual behaviors. Disagreements found between teacher and student subgroups in abstracting incidents into statements imply the desirability of having students define dimensions of effective teaching when they are to be the ultimate raters. (27 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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