The Effect of Homework on Students' Perceptions of Teaching Effectiveness

1991 ◽  
Vol 67 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Sid Dudley ◽  
Donald L. Shawver
Keyword(s):  
Teaching Effectiveness ◽  
Perceptions Of Teaching

The Dimensions of Students’ Perceptions of Teaching Effectiveness

1999 ◽  
Vol 59 (4) ◽  
pp. 580-596 ◽  
Author(s):  
Dennis L. Jackson ◽  
Cayla R. Teal ◽  
Susan J. Raines ◽  
Tonja R. Nansel ◽  
Ronald C. Force ◽  
...  
Keyword(s):  
Teaching Effectiveness ◽  
Perceptions Of Teaching

Perceptions of Teaching Effectiveness

2013 ◽  
Vol 77 (3) ◽  
pp. 288-299 ◽  
Author(s):  
Angela Lumpkin ◽  
Karen D. Multon
Keyword(s):  
Teaching Effectiveness ◽  
Perceptions Of Teaching

Structured Self-Anchoring Scale for Study of Perceptions of Teaching Effectiveness

1972 ◽  
Vol 35 (2) ◽  
pp. 367-370 ◽  
Author(s):  
Lian-Hwang Chiu
Keyword(s):  
Secondary Teachers ◽  
Teaching Effectiveness ◽  
Teacher Behaviors ◽  
Perceptions Of Teaching

A structured self-anchoring scale for measuring perceptions of teaching effectiveness was constructed by providing Ss with checklists consisting of effective or ineffective teacher behaviors. The scale was administered twice to 170 elementary and secondary teachers. The scale as a whole was relatively reliable and practical. With minor modifications, the scale may be used in research to assess perceptions of teaching effectiveness.

Influence of Student Teaching on Perceived Teaching Competence

1975 ◽  
Vol 40 (3) ◽  
pp. 872-874 ◽  
Author(s):  
Lian-Hwang Chiu
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Teaching Effectiveness ◽  
Cooperating Teachers ◽  
Teaching Competence ◽  
The Mean ◽  
Perceptions Of Teaching ◽  
Group Student

A structured self-anchoring scale for perceptions of teaching effectiveness was administered to 46 student teachers and 46 cooperating teachers at the beginning and the end of student teaching (pre-rating and post-rating). Results showed that: (a) the student teachers' mean post-rating for their teaching effectiveness was significantly higher than the mean pre-rating; (b) the mean post-rating of cooperating teachers for student teachers' teaching effectiveness was significantly higher than the mean pre-rating; and (c) as a group, student teachers' perception of their teaching effectiveness agreed with that of cooperating teachers.

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