scholarly journals Culture and Pedagogy of MEQs

2021 ◽  
Vol 1 (1) ◽  
pp. p12
Author(s):  
Junko Winch
Keyword(s):  
Quality Assurance ◽  
Staff Development ◽  
Board Members ◽  
Teaching Staff ◽  
Validity And Reliability ◽  
Bias Effect ◽  
Small Power ◽  
Four Dimensions ◽  
Development Opportunity ◽  
Literature Reviews

It is claimed that MEQ is multidimensional and it is complex to agree on what those dimensions are and how they interrelate. The main objective of this study is to investigate the culture and Pedagogy of MEQs. Using four dimensions of cultural framework, the underlying pedagogies for the MEQ was identified. The results of the literature reviews show that the cultures of the MEQ are individualist, weak uncertainty avoidance and small power distance, which indicates the Western concept. It has also uncovered that MEQs interrelates to the concept of motivation and enjoyment. The recommendation is for university to have a permanent MEQ staff to give staff development opportunity on the MEQ pedagogy and culture to improve their quality assurance and accountability. It is also recommended to create MEQ software which incorporates additional quantitative data such as class attendance rates and other descriptive statistics which describe the class (i.e. minimum, maximum and average) to minimise the bias effect of the teaching staff and students and increase validity and reliability of MEQs. This paper may be of use for MEQ designers, teaching staff, quality assurance staff, student experience staff, HR staff and executive board members.

Measuring Exercise Induced Affect in Adults with Brain Injuries

2006 ◽  
Vol 23 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Simon Driver
Keyword(s):  
Physical Activity ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Brain Injuries ◽  
Validity And Reliability ◽  
Four Dimensions ◽  
Feeling States ◽  
Confirmatory Factor ◽  
Single Bout ◽  
Exercise Induced

The aim of the study was to provide evidence for the validity and reliability of the Physical Activity Affect Scale (PAAS; Lox, Jackson, Tuholski, Wasley, & Treasure, 2000) as a measure of exercise induced affect for adults with brain injuries. The PAAS is a 12-item measure of feeling states based on Russell’s (1980) conceptualization of affect. A confirmatory factor analysis was conducted on data from 193 participants with brain injuries who completed the PAAS following a single bout of exercise. Results identified four dimensions of affect (positive affect, negative affect, tranquility, and fatigue). Findings provide evidence for the validity and reliability of the PAAS as a measure of exercise induced affect for adults with brain injuries.

scholarly journals Rationales, Mechanisms and Challenges of Quality Assurance in Teachers’ Professional Practices at the Primary Education Sector

2015 ◽  
Vol 7 (2) ◽  
pp. 160
Author(s):  
Eyiuche Ifeoma Olibie ◽  
Wenceslaus Ndubueze Ofojebe ◽  
Theodora Chinelo Ezugoh
Keyword(s):  
Quality Assurance ◽  
Staff Development ◽  
Primary Education ◽  
Primary Schools ◽  
Professional Practices ◽  
Effective Teacher ◽  
Anambra State ◽  
Adequate Funding ◽  
Positive Correlations ◽  
Descriptive Survey

<p>This study examined the rationales, mechanisms and challenges of quality assurance in<br />teachers’ professional practices with focus on Anambra State of Nigeria. Four research<br />questions guided the study. The study adopted the descriptive survey research design. The<br />sample size involved 524 teachers drawn from various primary schools in the State. A<br />30-item questionnaire, structured on a modified 4-point Likert scale was used to collect data.<br />Data was analyzed using factor analysis; mean ratings, standard deviation and Pearson<br />correlations. Among the findings was that there are high and positive correlations among the<br />rationales, mechanisms, challenges and quality assurance for effective teacher professional<br />practices in Anambra State. It was recommended among other things that mechanisms for<br />adequate funding/financing of primary education, utilization of innovative methods and tools<br />for effective curriculum delivery, infrastructural development and constant<br />monitoring/supervision of resources as well as continuous staff development should be put in<br />place by teachers, government and private sector for quality assurance in teachers’<br />professional practices.</p>

scholarly journals Validity and Reliability Study of the Scale for Determining the Civic-mindedness Levels of Teaching Staff

2017 ◽  
Vol 5 (4) ◽  
pp. 44
Author(s):  
Rüştü Yeşil
Keyword(s):  
Factor Analysis ◽  
Correlation Coefficients ◽  
Teaching Staff ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Bartlett Test ◽  
Development Participation ◽  
The Stability ◽  
Civic Mindedness

use after also being checked by linguists. The validity analysis of the scale for the data collected was performed with exploratory factor analysis and item-total correlation tests, while the property of reliability was determined using the Cronbach’s alpha internal consistency coefficient and the stability test was carried out by determining the relationship between two applications conducted at an interval of the five weeks. The scale, which is called the “Scale for Determining the Civic-Mindedness Levels of Individuals” is a five-step Likert-type scale and consists of 27 items that can be collected under three factors. The factor names are “Openness to Criticism/Development”, “Participation/Activeness” and “Lack of Prejudice/Flexibility”. The KMO value of the scale was 0.956; and the Bartlett Test values were x2=11001.719; sd=351; p<0.000. Items in the scale accounted for 56.619% of the total variance. As a result of the confirmatory factor analysis, the χ2 value was 808.07 and the degree of freedom was 321. Χ2/df is 2.51. The fit indices of the scale were determined as RMSEA=0.067; S-RMR=0.049; NFI=0.97. The item-total corrected correlation coefficients of the items in the scale varied between 0.40 and 0.703 (p<.01). The reliability coefficient of the scale was Cronbach’s alpha at 0.954 and the stability coefficients of the items were between 0.496 and 0.674 (p<,01).

Evaluation of the Teaching Performance of Baghdad University and Salahaddin University From The Point of View of Their Department Heads ( Comparative Study )

2021 ◽  
Vol 8 (1) ◽  
pp. 398-432
Author(s):  
Shawbo Shamsaldeen Sulayman ◽  
Thiqa Ali Abdulwahid
Keyword(s):  
Comparative Study ◽  
Point Of View ◽  
Faculty Members ◽  
Future Research ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Department Heads ◽  
Validity And Reliability ◽  
Chi Square ◽  
Chi Square Test

The objective of the research was to evaluate the performance of the teaching staff of the Baghdad and Salahaddin University-Erbil from the point of view of the heads of their departments in a number of different colleges as a comparative study. The research community was (247) individuals from the heads of departments in the above universities, and a sample size was chosen randomly was(197) unit, and (134) individuals from the department heads at the University of Baghdad, and (63) unit from the department heads at Salahaddin University-Erbil. To achieve the research objectives, a (closed — open) questionnaire was prepared consisting of (49) paragraphs distributed into six specific fields of alternatives. To answer it and one open question in the questionnaire, the validity and reliability of the questionnaire was verified. The data was analyzed using the (weighted mean equation, the percentage weight equation and the chi-square test). The results showed there was no differences between the responses of department heads in evaluating the teaching performance of faculty members in the research sample in two universities. In addition, a number of proposals were presented to develop the performance of faculty members from the point of view of department heads in both universities. The two researchers made a number of recommendations as well, as well as a number of proposals to conduct future research for researchers in this field.

EXAMPLES OF TARGETS FOR THE SCHOOL PERSONNEL Input Targets • The proportion of the budget spent on teaching staff salaries will not exceed X per cent. • The proportion of the budget spent on support staff salaries will not exceed X per cent. • The proportion of the teaching staff budget spent on supply teaching will not exceed X per cent. • The average contact time for full-time teaching staff will be . . . per cent. Contact time will be no higher than . . . per cent and no lower than . . . per cent. • The extra non-contact time given to teachers with extra responsibilities will be . . . per cent (according to the responsibility). • The contact time for senior staff (head and deputy) will be no less than . . . per cent. Senior staff will be available to cover for absent colleagues, and will spend no less than . . . per cent, and no more than . . . per cent of school-time on management/ administrative tasks. • The overall teacher–pupil ratio will be no greater than . . . and no less than. . . . • A policy for staff development will ensure that all staff who wish to will be able to leave the school better qualified in experience and/or formal qualifications than when they arrived. • A sum proportionate to X per cent of the staffing budget will be put aside each year to support staff wanting to pursue further qualifications. • The administrator hours per pupil per annum will be not less than X and not more than Y. • The governing body will ensure that the headteacher is provided with the support necessary to enable her/him to meet the National Standards for Headteachers. • The governing body will ensure that subject leaders are provided with the support necessary to enable them to meet the National Standards for Subject Leaders. • The governing body will ensure that the Special Needs Coordinator is provided with the support necessary to enable her/him to meet the National Standards for Special Educational Needs Coordinator.

2002 ◽  
pp. 79-79
Keyword(s):  
Staff Development ◽  
Contact Time ◽  
School Personnel ◽  
Support Staff ◽  
National Standards ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Senior Staff ◽  
Governing Body ◽  
School Time

scholarly journals Use of Student Evaluation of Teaching (SET) Survey to Evaluate Effectiveness of Teaching in a Leadership Course among Dental Students over Three Years

2020 ◽  
Vol 2020 ◽  
pp. 1-8 ◽  
Author(s):  
Muhammad Nazir ◽  
Asim Al-Ansari ◽  
Khalifa AlKhalifa ◽  
Balgis Gaffar ◽  
Jehan AlHumaid
Keyword(s):  
Student Evaluation ◽  
Principal Component ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Validity And Reliability ◽  
Cross Sectional ◽  
Student Evaluation Of Teaching ◽  
Four Dimensions ◽  
Valid Instrument ◽  
Evaluation Of Teaching

Leadership courses are being increasingly integrated into dental curricula. The study aimed to assess the validity and reliability of student evaluation of teaching (SET) instrument among dental students and to evaluate the effectiveness of teaching in a new leadership course over a period of three years. This cross-sectional study was conducted on fourth-year undergraduate dental students (N = 260) who took a practice management course over three consecutive years from 2014 to 2016. A 29-item SET questionnaire was administered among students who were willing to participate in the study. Out of 260 students, 185 returned completed surveys and the response rate was 71.15%. Factor analysis (principal component analysis) showed the validity of four dimensions of the SET instrument. Total variance explained by four dimensions was 62.80%. Cronbach’s alpha for the instrument was 0.95 and each dimension had fairly high internal consistency (>0.80). Treating students with respect (94%), accepting different viewpoints of students (94.1%), being flexible/open-minded (92.5%), and preparedness in the course (91.9%) were the most common effective teaching traits. Over the period of three years, 16 items showed improvement in teaching and there was a significant improvement in four items (P<0.05). In conclusion, it was found that SET is a valid instrument to evaluate the effectiveness of teaching in nonclinical courses in dentistry. This instrument should be used longitudinally to compare the effectiveness of teaching.

scholarly journals The Psychological Security Level of the Disabled Children in Qatar

2020 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Abdulnaser A. Fakhrou ◽  
Zahrah Mousa Jaafar ◽  
Sara A. Ghareeb
Keyword(s):  
Public Schools ◽  
Social Acceptance ◽  
Self Esteem ◽  
Emotional Security ◽  
Security Level ◽  
Disabled Children ◽  
Validity And Reliability ◽  
Four Dimensions ◽  
Personal Security ◽  
The Disabled

The present study aimed to explore the psychological security level of the disabled children in Qatar. The sample consists from 2735 female and male children. The psychological security scale was used. This scale was developed by Habeeb (2013). It consists from 20 items. It sheds a light on four dimensions of psychological security; (personal security, social acceptance, emotional security, and self-esteem). The validity and reliability of the scale were measured and considered satisfactory. It was found that the mean of the emotional security is ranked first, followed by the means of social acceptance, personal security and self-esteem respectively. It was found that the psychological security level of the respondents is moderate. It was found that the psychological security level is not affected by the type of the family that one lives in. The types of families include: stable families, families in which the parents are divorced and families in which one of the parents passed away.It was found that the psychological security level isaffected by the disability type. It was found that the psychological security level is affected by the type ofthe school that one is enrolled at. For instance, the students enrolled in public schools show a higher psychological security level than the students enrolled in private schools. The researchers suggest several recommendations and suggestions for researchers.

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