Student nurses and their ward and study tutors were interviewed for perceptions of the roles and impact of the various types of teachers a student nurse encounters, as well as the utility of the ward experience and the lecture/study blocks of the course. (SJL)

A course evaluation plan, which utilized midsemester questionnaires and personal interviews, and was based on Stake's responsive approach to evaluation, was implemented during a doctoral seminar. The validity of the plan is attributed to its focus on portrayals and narratives rather than preordinate objectives, experimental controls, or criterion…

A generalized procedure for interrelating possible research activities and decisions over the life of a course is proposed. The main levels at which research can contribute to the evaluation are discussed, and data are presented in relation to one particular program: the Social Science foundation course at the Open University. (Author/LBH)

Examines a number of teaching techniques used in social science courses at a community college to determine relationships among student performance, enjoyment of a course, evaluation of teacher performance, and course evaluation. (Author/DB)

The validity of seven extenuating circumstances which college teachers provided as explanations for poor ratings by their students was investigated. Class size was the only circumstance producing a statistically significant difference in student ratings of their instructors. (CP)

The Checklist of Instructional Characteristics (CLIC) was assessed by examining potential contaminating factors (class size, presentation format, students' initial interest, and personal impression of the instructor) and instructional outcomes (outcome interest, course performance, and self-reported learning). The relationships between the CLIC…

Describes the latest developments in the Scottish Integrated Science Course designed for all pupils in the 12-14 age group during the first two years of secondary education in Scotland. Through the assistance of many teachers, a completely new set of materials for pupils and teachers has been produced. (HM)

The significance of the "course effect" as well as the "teacher effect" on the student rating of teaching competence was assessed using analysis of variance. The results clearly show that the ratings students assign to teachers is affected as much by the kind of course being taught as by the teacher himself. (Editor/LBH)

Outlines and discusses the implications of student reaction to different teaching methods in British colleges. Presents student evaluations, organized into sections on subjects, courses, and teaching techniques. Discusses the great emphasis on lecture based teaching. Suggests the need for new teaching approaches. (Author/AEM)

Presents the results of interviews of teachers regarding personal benefits from participation in the program and assessing their personal roles in environmental education (EE). States that most teachers felt that EE was an important part of the school curriculum, that they personally gained from the program, but that EE was not their…

The medical pharmacology course at the University of Arkansas College of Medicine has changed from a poorly attended course in which students depended on "canned notes" and had bad rapport with faculty members to a course in which attendance is high and the canned-notes system has been abandoned. (Author/MLW)

Discusses Computer Sciences Corporation's (CSC) philosophy, objectives, and management principles which provide framework for its training and development programs; describes CSC's corporate and division-level training and development programs; presents a case study of one division-level course's development, implementation, and evaluation; and…

Proposes that deficiencies in instruction exist in higher education. Discusses the trend toward simplified evaluation check lists that do not permit students to make constructive comments. Describes a set of information given to students at the beginning of a course to promote more student involvement. (TW)

It is argued that it is as necessary to gauge a student's interest in and respect for his/her learning as his/her skills and knowledge. Definitions of beliefs, attitudes, disposition, and motivation as they relate to measurement are proposed, and two measurement methods--systematic observation and a consequences questionnaire--are presented. (MSE)

Describes the field evaluation process used to assess the validity, effectiveness, and efficiency of an interactive microcomputer simulation program designed for teachers and student teachers preparing to work with emotionally or behaviorally handicapped elementary school-age children. Results indicate the simulation was judged to be useful. (MBR)