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

By Anthony J. Onwuegbuzie, Ann E. Witcher, Kathleen M. T. Collins, Janet D. Filer, C. Wiedmaier, Christopher Moore. 2007

355 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/ef0e324c09dadae05824eaad2f1c67b57ad6a8bc

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Citations in the corpus

On the Validity of Student Evaluation of Teaching (2013, background): “…that represented four meta-themes and nine themes that (according to 912 students) reflected students’ conceptions of effective college teaching, Onwuegbuzie et al. (2007) concluded that three of these themes were not represented in the teaching-evaluation forms used at their university…”
Mixed Research as a Tool for Developing Quantitative Instruments (2010, methodology): “As undertaken by Onwuegbuzie et al. (2007), the interrespondent matrix was converted to a matrix of bivariate associations among the responses pertaining to each of the emergent themes.”
Enhancing the Interpretation of Significant Findings: The Role of Mixed Methods Research (2004, methodology): “For example, Witcher et al. (2003) undertook a canonical correlation analysis to examine the multivariate relationship between the nine themes presented above and eight demographic variables (gender, race, level of student, student teacher status, age, GPA, number of credit hours taken, and number…”
The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules (2016, background): “Although we agree with others (Arbaugh, 2014; Onwuegbuzie et al., 2007; Zerihun et al., 2012) that learner satisfaction and happiness of students is important, it is remarkable that learner satisfaction and academic retention were not even mildly related to each other in Table 6.”
How Teacher Evaluation Methods Matter for Accountability (2014, methodology): “To identify the appropriate number of factors, we follow Onwuegbuzie et al. (2007) and use a combination of theory, interpretability (i.e., whether the factors relate to well-defined constructs), and the screeplot method (Zwick & Velicer, 1986).”
Approaches to Learning by Students in the Biological Sciences: Implications for teaching (2007, background): “…but studies that seek student views identify a number of common factors predominately relating to student centeredness, expert discipline knowledge (Witcher et al. 2003), intellectual excitement and interpersonal rapport (Lowman, 1994), and commitment to facilitating learning in individual…”