Tools for teaching, 2nd ed.
By B. Davis. 2009
129 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/fd8216150181a309b3108c74c3858b585cf174af
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Elise J. Dallimore
- Julie H. Hertenstein
- Marjorie B. Platt
- M. Y. Abdullah
- Noor Rahamah Abu Bakar
- M. Mahbob
- Jake Jabs
- N. Yu
Citations in the corpus
- What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching (2015, background): “However, for better or worse, they remain one of the primary tools used to evaluate educators' teaching for the purposes of promotion and tenure decisions (Davis, 2009; Svinicki & McKeachie, 2010).”
- Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance (2017, background): “…8 The use of student ratings of teaching (which are, in essence, student opinions of teaching capability) is the most common process employed at universities to evaluate faculty teaching quality/competence (see Cashin, 1999; Clayson, 2009; Davis, 2009; Seldin, 1999; Seldin, Miller, & Seldin, 2010).”
- Virtually the Same?: Student Perceptions of the Equivalence of Online Classes to Face-to-Face Classes (2014, result): “This finding is consistent with previous pedagogical research on the advantages of active learning over passive reception of content (Davis, 2009; McKeachie & Svinicki, 2006).”
- Student's Participation in Classroom:What Motivates them to Speak up? (2012, background): “According to Davis (2009), student’s enthusiasm and willingness to participate in a classroom through these verbal engagements will create a conducive classroom environment.”
- Impact of Cold-Calling on Student Voluntary Participation (2013, background): “Discussion provides the opportunity for students to practice and develop essential skills such as organizing concepts, formulating arguments, evaluating evidence, and responding thoughtfully and critically (Davis, 2009) and elicits higher level reflective thinking (Ewens, 2000).”