Do university teachers become more effective with experience? A multilevel growth model of students' evaluations of teaching over 13 years.

By Herbert W. Marsh. 2007

168 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/100961f95f4df51449dfd9baa775dd5172446cbd

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In Education

Citations in the corpus

The role of perceived race and gender in the evaluation of college teaching on RateMyProfessors.Com. (2010, background): “Students assess the overall quality of instruction (Barth, 2008; Marsh, 2007), easiness of the instructor (Cashin, 1995; Clayson, Frost, & Sheffet, 2006), clarity of the instructor (Fortson & Brown, 1998; Ogier, 2005), and helpfulness of the instructor (Babad, Darley, & Kaplowitz, 1999; Best &…”
Improving higher education practice through student evaluation systems: is the student voice being heard? (2014, background): “Thus, student evaluation data by itself are not sufficient to drive change if there is neither individual nor institutional willingness to change (Marsh 2007).”
Student evaluations of teaching: combining the meta-analyses and demonstrating further evidence for effective use (2012, methodology): “McCallum’s (1984) meta-analysis of 14 studies examined how students’ ratings of their instructor and overall course rating were related to students’ class performance.”
Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching (2009, unknown): “Marsh (1987, 2007c) speculated that for increasingly large classes, particularly effective teachers were chosen to teach these classes who increasingly adopt teaching strategies especially suited to large classes and that their reputation as effective teachers might also attract larger enrollments.”
Exploratory Structural Equation Modeling (2009, unknown): “Marsh (1987, 2007c) speculated that for increasingly large classes, particularly effective teachers were chosen to teach these classes who increasingly adopt teaching strategies especially suited to large classes and that their reputation as effective teachers might also attract larger enrollments.”
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology (2013, background): “However, Marsh (2007) argues that teachers only change their teaching practice when they are critically thinking about their current practice.”
The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies. (2008, background): “…that rely on this aggregation process are multiple L1 assessors’ evaluations of the L2 quality of grant proposals (Jayasinghe et al., 2003), L1 students’ evaluations of L2 teaching effectiveness (Marsh, 1987, 2007), and multiple interchangeable L1 markers assessing the quality of student essays.”
Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study. (2012, unknown): “Theoretically, expectancy of success is closely related to other conceptions of self-beliefs (e.g., academic self-concept, Marsh, 2007; self-efficacy, Bandura, 1997; Pajares, 1996).”