Ann E. Witcher

Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis:

This study used a multistage mixed-methods analysis to assess the content-related validity (i.e., item validity, sampling validity) and construct-related validity (i.e., substantive validity, structural validity, outcome validity, generalizability) of a teaching evaluation form (TEF) by examining students’ perceptions of characteristics of effective college teachers. Participants were 912 undergraduate and graduate students (10.7% of student body) from various academic majors enrolled at a public university. A sequential mixed-methods analysis led to the development of the CARE-RESPECTED Model of Teaching Evaluation, which represented characteristics that students considered to reflect effective college teaching—comprising four meta-themes (communicator, advocate, responsible, empowering) and nine themes (responsive, enthusiast, student centered, professional, expert, connector, transmitter, ethical, and director). Three of the most prevalent themes were not represented by any of the TEF items; also, endorsement of most themes varied by student attribute (e.g., gender, age), calling into question the content- and construct-related validity of the TEF scores.

Assessing School Climate: An Important Step for Enhancing School Quality

How can the administrator encourage students to attend and remain in school? How can one offset feelings of detachment? How can the adminis trator support faculty members in their daily work? How can one strengthen community support for education? One avenue for enhancing school quality involves school climate.

Curriculum Mapping and Instructional Supervision

The primary purpose of curriculum mapping is to have a written record of what is being taught in the classroom. White the lesson plan docu ments what a teacher intends to teach, the curriculum map logs what is actually taught.

Research Reports: Promoting Teachers as Participants in Policy Design

he role of leadership, or T influencing others, is familiar to teachers. We “lead” in a variety of situations, ranging from encouraging children to make correct decisions to organizing athletic events, homeroom activities, and schoolwide assemblies. A s such, the concept of “leadership” must be expanded from a narrow emphasis on person or thing to a broader description that includes the notion of “action” (Hersey, Blanchard, and Johnson 1996; Lambert 1998). The question of leadership in schools, then, must be reconstructed to ask not simply, “Who is the leader?” but rather, “How can leadership be practiced within the schools?” The definition also must expand to address leadership by all members of the school rather than just administrators. True, teachers have always been leaders within their classrooms; however, current literature addresses the importance of teachers assuming leadership