Vai ai contenuti. | Spostati sulla navigazione | Spostati sulla ricerca | Vai al menu | Contatti | Accessibilità

| Crea un account

Aquario, Debora (2008) Didattica universitaria e processi valutativi in prospettiva internazionale. Una ricerca sulle opinioni degli studenti. [Tesi di dottorato]

Full text disponibile come:

[img]
Anteprima
Documento PDF
1112Kb

Abstract (inglese)

In the international panorama the issue concerning teaching evaluation in higher education has been widely discussed. It clearly emerges the importance of undertaking a multidimensional view over the teaching process as well as involving the main actors of the university life according to a participative evaluation model, differentiating the various disciplinary contexts in order to determine which aspects are specific and which ones are transversal to faculties.
On the basis of these assumptions, it was carried out a research (under the coordination of Prof. Raffaella Semeraro) across four faculties of Padua University (Humanities, Psychology, Educational Sciences, Maths), to be considered as a preliminary study for the development of an instrument of teaching evaluation.
The aim of the pre-research was to ask the students of the four faculties chosen, through a semi-structured interview, to express the criteria they consider important in the evaluation of the university teaching. Forty students (ten for each faculty mentioned above) were the subjects involved in the preliminary study. Qualitative analysis of the data collected were conducted using the software Atlas.ti, showing a multidimensional conception of teaching process and differences among faculties.
On the basis of the results of this preliminary study, it was developed a questionnaire composed by 92 items. Respondents are asked to answer on a 5-points Likert scale. It was administered to 440 students representatives of three faculties: Psychology, Educational Sciences and Engineering.
Quantitative data obtained were analysed using SPSS. A factor analysis with Varimax rotation was conducted (factor loading criteria: 0.40), allowing the extraction of five factors (Focus on discipline, Critical thinking, Relationship, Practical implications of the course, Focus on student); internal reliability of each factor was computed and Alpha coefficients for each of the 5 scales resulted very high (> .80). Moreover, there were conducted cross-analyses with respect to the faculties, revealing significant differences between Psychology, Educational Sciences on one side and Engineering on the other. The unique transversal element resulted to be Factor 1 (Focus on discipline).
The emerging factors refer to a complex and multidimensional idea of university teaching. This complexity should be the precondition for the design of effective evaluation activities.


Statistiche Download - Aggiungi a RefWorks
Tipo di EPrint:Tesi di dottorato
Relatore:Semeraro, Raffaella
Dottorato (corsi e scuole):Ciclo 20 > Corsi per il 20simo ciclo > SCIENZE PEDAGOGICHE E DIDATTICHE
Data di deposito della tesi:2008
Anno di Pubblicazione:2008
Parole chiave (italiano / inglese):Università , valutazione della didattica, modello partecipativo
Settori scientifico-disciplinari MIUR:Area 11 - Scienze storiche, filosofiche, pedagogiche e psicologiche > M-PED/04 Pedagogia sperimentale
Struttura di riferimento:Dipartimenti > Dipartimento di Scienze dell'Educazione
Codice ID:178
Depositato il:19 Set 2008
Simple Metadata
Full Metadata
EndNote Format

Bibliografia

I riferimenti della bibliografia possono essere cercati con Cerca la citazione di AIRE, copiando il titolo dell'articolo (o del libro) e la rivista (se presente) nei campi appositi di "Cerca la Citazione di AIRE".
Le url contenute in alcuni riferimenti sono raggiungibili cliccando sul link alla fine della citazione (Vai!) e tramite Google (Ricerca con Google). Il risultato dipende dalla formattazione della citazione.

1. AA.VV. (2002), Globalization and the market in higher education. Quality, Accreditation and Qualifications, UNESCO Publishing, Paris. Cerca con Google

2. Åkerlind G. S. (2005), "Academic growth and development - How do university academics experience it?", Higher Education, 50, 1-32. Cerca con Google

3. Altbach P. G. (2003), Academic freedom: International realities and challenges, in M. Kwiek (Ed.), The university, globalization, Central Europe, Peter Lang, Frankfurt am Main, pp. 11-29. Cerca con Google

4. Altbach P. G., Chait R. (Eds.) (2001), "Special issue on the changing academic workplace: Comparative perspectives", Higher Education, 41, 1-219. Cerca con Google

5. Amplatz C. (2006), La valutazione istituzionale della didattica universitaria in Italia, in R. Semeraro (a cura di), Valutazione e qualità della didattica universitaria. Le prospettive nazionali e internazionali, FrancoAngeli, Milano, pp. 135-162. Cerca con Google

6. Aquario D. e Ghedin E. (2006), Questioni cruciali emerse dal confronto tra docenti e studenti di quattro facoltà , in R. Semeraro (a cura di), La valutazione della didattica universitaria. Docenti e studenti protagonisti in un percorso di ricerca, Franco Angeli, Milano, pp. 83-123. Cerca con Google

7. Australian Qualifications Framework Advisory Board (2002, 3rd Edition), Australian Qualifications Framework Implementation Handbook, Australia. Available on-line: http://www.aqf.edu.au/pdf/handbook.pdf Vai! Cerca con Google

8. Ballantyne R., Borthwick J., Packer J. (2000), "Beyond student evaluation of teaching: identifying and addressing academic staff development needs", Assessment and Evaluation in Higher Education, 25, 221-236. Cerca con Google

9. Baroncelli T. (2006), "Presentazione", Analysis, http://www.analysis-online.net/numero06-1/baroncelli_presentaz.pdf Vai! Cerca con Google

10. Barry C. A. (1998), "Choosing qualitative data analysis software: Atlas.ti and Nudist compared", Sociological Research Online, 3 (3), http://www.socresonline.org.uk/socresonline/3/3/4.html Vai! Cerca con Google

11. Becher T., Trowler P. (2001), Academic tribes and territories: Intellectual enquiry and the culture of disciplines, 2nd edition, Open University Press, Buckingham. Cerca con Google

12. Beran T., Violato C. (2005), "Ratings of university teacher instruction: how much do student and course characteristics really matter?", Assessment and Evaluation in Higher Education, 30, 593-601. Cerca con Google

13. Biggs J. (2001), "The reflective institution: assuring and enhancing the quality of teaching and learning", Higher Education, 41, 221-238. Cerca con Google

14. Binetti P., Michelini M. (1999), "Cosa valutare", Università e Scuola, 1/R, 83-86. Cerca con Google

15. Bisset J. D., Borja M. E., Brassard D. E., Reohr J. R., O'Neill K., Koski R. (1999), "Assessing the importance of educational goals: a comparison of students, parents and faculty", Assessment and Evaluation in Higher Education, 24, 391-398. Cerca con Google

16. Bleiklie I. (2005), "Organizing higher education in knowledge society", Higher Education, 49, 31-59. Cerca con Google

17. Bleiklie I., Powell W. W. (2005), "Universities and the production of knowledge - Introduction", Higher Education, 49, 1-8. Cerca con Google

18. Bloom D. E. (2005), Raising the pressure: Globalization and the need for higher education reform, in G. A. Jones, P. L. McCarney & M. L. Skolnik (eds.), Creating knowledge, strengthening nations, University of Toronto Press, Toronto, pp. 21-41. Cerca con Google

19. Boex L. F. J. (2000), "Identifying the attributes of effective Economics instructor: an analysis of student evaluation", Journal of Economic Education, 31, 211-227. Cerca con Google

20. Bornmann L., Mittag S. & Daniel H. D. (2006), "Quality assurance in higher education - meta-evaluation of multi-stage evaluation procedures in Germany", Higher Education, 52, 687-709. Cerca con Google

21. Braskamp L. A., Brandenburg D. C., Ory J. C. (1984), Evaluating teaching effectiveness, Sage, Newbury Park, CA. Cerca con Google

22. Braskamp L. A., Ory J. C. (1994), Assessing faculty work, Jossey Bass, San Francisco. Cerca con Google

23. Bruner J. S. (1990), Il significato dell'educazione, Armando, Roma. Cerca con Google

24. Bruner J. S. (1992), La ricerca del significato. Per una psicologia culturale, Bollati Boringhieri, Torino. Cerca con Google

25. Bruner J. S. (1995), Verso una teoria dell'istruzione, Armando, Roma. Cerca con Google

26. Bruner J. S. (1997), La cultura dell'educazione. Nuovi orizzonti per la scuola, Feltrinelli, Milano. Cerca con Google

27. Byrne M. & Flood B. (2003), "Assessing the teaching quality of Accounting Programmes: an evaluation of the Course Experience Questionnaire", Assessment and Evaluation in Higher Education, 28, 135-145. Cerca con Google

28. Carpenter B., Tait G. (2001), "The rhetoric and reality of good teaching: A case study across three faculties at the Queensland University of Technology", Higher Education, 42, 191-203. Cerca con Google

29. Casciotti C. A. T. (a cura di) (2003), La valutazione: un indispensabile strumento di garanzia e di governance, CRUI, Roma. Cerca con Google

30. (on-line: http://www.crui.it//data/allegati/links/902/VAL%208ottobre.pdf ). Vai! Cerca con Google

31. Casey R. J., Gentile P., Bigger S. W. (1997), "Teaching appraisal in higher education: an Australian perspective", Higher Education, 34, 459-482. Cerca con Google

32. Cashin W. E. (1995), Student Ratings of Teaching: the research revisited, IDEA Paper n°32, Centre for Faculty Evaluation and Development, Kansas State University, Manhattan. Cerca con Google

33. Castoldi M. (2005), Valutare la qualità dell'insegnamento: problemi concettuali, in C. Coggi, Per migliorare la didattica universitaria, Pensa MultiMedia, Lecce. Cerca con Google

34. Centra J. A. (1993), Reflective faculty evaluation, Jossey Bass, San Francisco. Cerca con Google

35. Chen Y., Hoshover L. B. (2003), "Student evaluation of teaching effectiveness: an assessment of student perception and motivation", Assessment and Evaluation in Higher Education, 28, 71-87. Cerca con Google

36. Coffey A., Holbrook B., Atkinson P. (1996), "Qualitative data analysis: technologies and representation", Sociological Research Online, 1 (1), http://www.socresonline.org.uk/socresonline/1/1/4.html Vai! Cerca con Google

37. Coggi C. (2005), Per migliorare la didattica universitaria, Pensa MultiMedia, Lecce. Cerca con Google

38. Cole M. (1996), Cultural Psychology: A once and future discipline, Harvard University Press, Cambridge (trad. it. 2004, La psicologia culturale, Carlo Amore, Roma). Cerca con Google

39. Cronbach J. L. (1980), Toward reform of program evaluation: Aims, methods and institutional arrangements, Jossey-Bass, San Francisco. Cerca con Google

40. Currie J., Newson J. (Eds.) (1998), Universities and globalization: Critical perspectives, Sage, Thousand Oaks, CA. Cerca con Google

41. De la Fuente J. R. (2002), "Academic freedom and social responsibility", Higher Education Policy, 15, 337-339. Cerca con Google

42. Domenech F., Descals A. (2003), "Evaluation of the University teaching / learning process for the improvement of quality in higher education", Assessment and evaluation in higher education, 28, 165-178. Cerca con Google

43. Duderstadt J. J. (2005), The future of higher education in the knowledge-driven global economy of the twenty-first century, in G. A. Jones, P. L. McCarney & M. L. Skolnik (eds.), Creating knowledge, strengthening nations, University of Toronto Press, Toronto, pp. 81-97. Cerca con Google

44. Dunkerley D., Wong W. S. (2001), Global perspectives on Quality in Higher Education, Ashgate Publishing Company, Burlington, USA. Cerca con Google

45. Egron-Polak E. (2005), Universities in the new global economy, in G. A. Jones, P. L. McCarney & M. L. Skolnik (eds.), Creating knowledge, strengthening nations, University of Toronto Press, Toronto, pp. 56-66. Cerca con Google

46. Eisner E. W. (1983), Educational connoisseurship and criticism: their form and functions in educational evaluation, in G.F. Madaus, M. Scriven, D. Stufflebeam, Evaluation models: viewpoints on educational and human services evaluation, Kluwer-Nijhoff Publishing, Boston, pp. 335-347. Cerca con Google

47. Eisner E. W. (2004), "Artistry in teaching", http://www.culturalcommons.org/eisner.htm. Vai! Cerca con Google

48. Eiszler C. (2002), "College students' evaluations of teaching and grade inflation", Research in Higher Education, 43, 483-501. Cerca con Google

49. Ellett C.D., Loup K.S., Culross R.R, McMullen J.H., Rugutt J.K. (1997), "Assessing enhancement of learning, personal learning environment, and student efficacy: alternatives to traditional faculty evaluation", Journal of Personnel Evaluation in Education, 11, 167-192. Cerca con Google

50. Enders J. (2005), "Border crossings: Research training, knowledge dissemination and the transformation of academic work", Higher Education, 49, 119-133. Cerca con Google

51. European University Association (2007) (a cura di), Embedding quality culture in higher education. A selection of papers from the 1st European Forum for Quality Assurance, Brussels. Available on-line: http://www.eua.be/fileadmin/user_upload/files/Publications/EUA_QA_Forum_publication.pdf Vai! Cerca con Google

52. Fassari L. (2004), L'autonomia universitaria tra testi e contesti. Dinamiche di cambiamento dell'università, FrancoAngeli, Milano. Cerca con Google

53. Froment E. (2005), La valutazione della didattica universitaria in Europa nel contesto del Processo di Bologna, in R. Semeraro (a cura di ), La valutazione della didattica universitaria in Italia, in Europa, nel mondo. Atti di un convegno internazionale, FrancoAngeli, Milano, pp. 83-87. Cerca con Google

54. Gale K., Martin K., McQueen G. (2002), "Triadic Assessment", Assessment and Evaluation in Higher Education, 27, 557-567. Cerca con Google

55. Gallagher T. J. (2000), "Embracing student evaluations of teaching: a case study", Teaching Sociology, 28, 140-147. Cerca con Google

56. Giddens A. (1990), The consequence of modernity, Polity, Cambridge. Cerca con Google

57. Glaser B., Strauss A. (1997), The discovery of Grounded Theory. Aldline, Chicago. Cerca con Google

58. Gola M. G. (1999), "Il controllo e la valutazione della Qualità della didattica in Europa", Università e Scuola, 1/R, 53-68. Cerca con Google

59. Green D. (1994), What is quality in higher education? Concepts, policy and practice, in D. Green (Ed.), What is quality in higher education?, SRHE and Open University Press, Buckingham. Cerca con Google

60. Green M. (2006), "Universities in the United Kingdom", Analysis, http://www.analysis-online.net/numero06-1/green_universities.pdf Vai! Cerca con Google

61. Greimel-Fuhrmann B., Geyer A. (2003), "Students' evaluation of teacher and instructional quality - analysis of relevant factors based on empirical evaluation research", Assessment and Evaluation in Higher Education, 28, 229.238. Cerca con Google

62. Guba G., Lincoln Y. S. (1989), Fourth Generation Evaluation, Sage Publications, Newbury Park, California. Cerca con Google

63. Hakala, J., Ylijoki O.H. (2001), "Research for whom? Research orientations in three academic cultures", Organization, 8 (2), 373-380. Cerca con Google

64. Harrison J. (2002), "The quality of university teaching: Faculty performance and accountability. A literature review", Canadian Society for the Study of Higher Education Professional File, 21, 3-20. Cerca con Google

65. Harvey L., Green D. (1993), "Defining quality", Assessment and Evaluation in Higher Education, 18, 8-35. Cerca con Google

66. Häyrinen-Alestalo M., Peltola U. (2006), "The problem of a market-oriented university", Higher Education, 52, 251-281. Cerca con Google

67. Henkel M. (2000), Academic identities and policy change in higher education, Jessica Kingsley Publishers, London. Cerca con Google

68. Henkel M. (2005), "Academic identity and autonomy in a changing policy environment", Higher Education, 49, 155-176. Cerca con Google

69. Hodgkinson, M. & Brown, G. (2003), "Enhancing the Quality of Education: A case study and some emerging principles", Higher Education, 45, 337-352. Cerca con Google

70. Hoyt D., Pallett W. (1999), "Appraising Teaching effectiveness: beyond student ratings", IDEA Paper n°36, Kansas State University, Centre for Faculty Evaluation and Development, Manhattan. Cerca con Google

71. Jones G. A., McCarney P. L., Skolnik M. L. (2005) (eds.), Creating knowledge, strengthening nations, University of Toronto Press, Toronto. Cerca con Google

72. Kane R., Sandretto S. & Heath C. (2004), "An investigation into excellent tertiary teaching: Emphasising reflective practice", Higher Education, 47, 283-310. Cerca con Google

73. Kekäle J. (2000), "Quality assessment in diverse disciplinary settings", Higher Education, 40, 465-488. Cerca con Google

74. Kelle U. (1997), "Theory building in qualitative research and computer programs for the management of textual data", Sociological Research Online, 2 (2), http://www.socresonline.org.uk/socresonline/2/2/1.html Vai! Cerca con Google

75. Kember D., Leung D. Y., Kwan K.P., (2002), "Does the use of Student Feedback Questionnaires improve the overall quality of teaching?", Assessment and Evaluation in Higher Education, 27, 411-425. Cerca con Google

76. Kember D. & Wong A. (2000), "Implications for evaluation from a study of students' perceptions of good and poor teaching", Higher Education, 40, 69-97. Cerca con Google

77. Kemp E. (1999), "Metaphor as a tool for evaluation", Assessment and Evaluation in Higher Education, 24, 81-90. Cerca con Google

78. Klenowski V., Askew S., Carnell E. (2006), "Portfolios for learning, assessment and professional development in higher education", Assessment and Evaluation in Higher Education, 31, 267-286. Cerca con Google

79. Knight P.T. (2002), Being a teacher in higher education, The Society for Research into Higher Education & Open University Press, Buckingham. Cerca con Google

80. Kogan M. (2005), "Modes of knowledge and patterns of power", Higher Education, 49, 9-30. Cerca con Google

81. Kwan K. P. (1999), "How fair are student ratings in assessing the teaching performance of university teachers?", Assessment and Evaluation in Higher Education, 24, 181-195. Cerca con Google

82. Kwiek M. (Ed.), (2003), The university, globalization, Central Europe, Peter Lang, Frankfurt am Main. Cerca con Google

83. Lagrosen S., Seyyed-Hashemi R., Leitner M. (2004), "Examinations of the dimensions of quality in higher education", Quality Assurance in Education, 12, 61-69. Cerca con Google

84. Laneve C. (2003), La didattica fra teoria e pratica, La Scuola, Brescia. Cerca con Google

85. Lejk M., Wyvill M., (2002), "Peer assessment of contributions to a group project: student attitudes to holistic and category-based approaches", Assessment and Evaluation in Higher Education, 27, 569-577. Cerca con Google

86. Lewis R. (2005), Lo sviluppo dell'assicurazione della qualità nell'istruzione superiore in diversi contesti culturali, in R. Semeraro (a cura di ), La valutazione della didattica universitaria in Italia, in Europa, nel mondo. Atti di un convegno internazionale, FrancoAngeli, Milano, pp. 107-120. Cerca con Google

87. Madaus G. F., Haney W., Kreitzer A. (1992), Testing and evaluation: Learning from the projects we fund, Council for Aid to Education: New York. Cerca con Google

88. Madaus G.F., Scriven M., Stufflebeam D. (1983), Evaluation models: viewpoints on educational and human services evaluation, Kluwer-Nijhoff Publishing, Boston. Cerca con Google

89. Marginson S. (2006), "Dynamics of national and global competition in higher education", Higher Education, 52, 1-39. Cerca con Google

90. Marsh W. H. (1982), "SEEQ: a reliable, valid and useful instrument for collecting students' evaluation of university teaching", British Journal of Educational Psychology, 24, 77-95. Cerca con Google

91. Marsh H. W. (1987), "Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research", International Journal of Educational Research, 11, 253-388. Cerca con Google

92. Marsh H. W. (2005), La valutazione della didattica universitaria da parte degli studenti, in R. Semeraro (a cura di), La valutazione della didattica universitaria in Italia, in Europa, nel mondo. Atti di un convegno internazionale, Franco Angeli, Milano, pp.121-157. Cerca con Google

93. Marsh H. W. & Dunkin M. J. (1997), Students' evaluations of university teaching: A multidimensional perspective, in R. P. Perry & J. C. Smart (Eds), Effective teaching in higher education, Agathon, New York. Cerca con Google

94. Mastrorilli A., Petitta L., Borgogni L., Steca P. (2004), L'ABC del programma SPSS. Come avviarsi alla pratica del pacchetto statistico, FrancoAngeli, Milano. Cerca con Google

95. Mazzara B. (2002) (a cura di), Metodi di ricerca qualitativi in psicologia sociale, Carocci, Roma. Cerca con Google

96. McGettrick A., Mansor N. (1999), "Standards and levels: a case study", Assessment and Evaluation in Higher Education, 24, 131-140. Cerca con Google

97. Messina L. (2006), Creazione dello Spazio Europeo dell'Istruzione Superiore e assicurazione della qualità , in R. Semeraro (a cura di), Valutazione e qualità della didattica universitaria, FrancoAngeli, Milano, pp.47-96. Cerca con Google

98. Milesi P. e Catellani P. (2002), L'analisi qualitativa di testi con il programma Atlas.ti, in B. Mazzara (a cura di), Metodi di ricerca qualitativi in psicologia sociale, Carocci, Roma, pp. 283-303. Cerca con Google

99. Minelli E., Rebora G., Turri M. (2002), Il valore dell'università . La valutazione della didattica, della ricerca, dei servizi negli atenei, Guerini e Associati, Milano. Cerca con Google

100. Minelli E., Rebora G., Turri M. (2005), "Valutare o misurare i risultati? Il caso dell'Università ", Liuc Papers n. 165, Serie Economia Aziendale 22. Cerca con Google

101. Morcellini M., Martino V. (2005), Contro il declino dell'università . Appunti e idee per una comunità che cambia, Il Sole 24 Ore, Milano. Cerca con Google

102. Muhr T. (1997), Atlas.ti short user's guide. Scientific Software Development, Berlin. Cerca con Google

103. Murray H. G. (1983), "Low-inference classroom teaching behaviors and student ratings of college teaching", Journal of Educatioanl Psychology, 75, 138-149. Cerca con Google

104. Murray, H. G. (1997), Effective teaching behaviors in the college classroom, in R.P. Perry and J.C. Smart (Eds.), Effective teaching in higher education: Research and practice, Agathon Press, New York, pp.171-204. Cerca con Google

105. Musselin C. (2005), "European academic labor markets in transition", Higher Education, 49, 135-154. Cerca con Google

106. Nasser F., Fresko B. (2002), "Faculty views of student evaluation of college teaching", Assessment and Evaluation in Higher Education, 27, 187-198. Cerca con Google

107. Neave G. (2002), "Academic freedom in an age of globalisation", Higher Education Policy, 15, 331-335. Cerca con Google

108. Neumann R. (2000), "Communicating student evaluation of teaching results: Rating Interpretation Guides (RIGs)", Assessment and Evaluation in Higher Education, 25, 121-131. Cerca con Google

109. Newton J. (2007), What is quality?, in European University Association (a cura di), Embedding quality culture in higher education. A selection of papers from the 1st European Forum for Quality Assurance, Brussels. (Available on-line: http://www.eua.be/fileadmin/user_upload/files/Publications/EUA_QA_Forum_publication.pdf ) Vai! Cerca con Google

110. O'Sullivan R.G. (2004), Practicing evaluation. A collaborative approach, Sage Publications, Thousand Oaks, California. Cerca con Google

111. Owen-Smith J. (2005), "Complements and substitutes: The changing institutional environment of public and private science", Higher Education, 49, 91-117. Cerca con Google

112. Palmer, B. & Marra, R. M. (2004), "College student epistemological perspectives across knowledge domains: A proposed grounded theory", Higher Education, 47, 311-335. Cerca con Google

113. Palumbo M. (2002), Il processo di valutazione. Decidere, programmare, valutare, Franco Angeli, Milano. Cerca con Google

114. Patrick J., Smart R. M. (1998), "An empirical evaluation of teacher effectiveness:the emergence of 3 critical factors", Assessment and Evaluation in Higher Education, 23, 165-178. Cerca con Google

115. Perla L. (2004), Valutazione e qualità in università , Carocci, Roma. Cerca con Google

116. Perry R. P. & Smart J. C. (1997), Effective teaching in higher education, Agathon Press, New York. Cerca con Google

117. Plessi P. (2004), Teorie della valutazione e modelli operativi, La Scuola, Brescia. Cerca con Google

118. Pollitt C., Bouckaert G. (2000), Public management reform, Oxford University Press, Oxford. Cerca con Google

119. Pounder J.S. (2000), "A Behaviourally Anchored Rating Scales Approach to Institutional Self-assessment in Higher Education", Assessment and Evaluation in Higher Education, 25, 171-182. Cerca con Google

120. Pratt D. (1997), "Reconceptualizing the evaluation of teaching in higher education", Higher Education, 34, 23-44. Cerca con Google

121. Ramsden P. (1991), "A performance indicator of teaching quality in higher education: The Course Experience Questionnaire", Studies in Higher Education, 16, 129-150. Cerca con Google

122. Ramsden P. (2003), Learning to teach in higher education, RoutledgeFalmer, London. Cerca con Google

123. Rebora G. (2002), Università e valore pubblico: il significato di una linea di ricerca nell'Europa del XXI secolo, in E. Minelli, G. Rebora, M. Turri, Il valore dell'università . La valutazione della didattica, della ricerca, dei servizi negli atenei, Guerini e Associati, Milano, pp. 11-63. Cerca con Google

124. Rebora G. (2003), Gli obiettivi della valutazione: miglioramento della qualità , trasparenza delle informazioni, efficienza ed efficacia dei processi, in C. A. T. Casciotti (a cura di), La valutazione: un indispensabile strumento di garanzia e di governance, CRUI, Roma, pp. 25-71 (on-line: http://www.crui.it//data/allegati/links/902/VAL%208ottobre.pdf ) Vai! Cerca con Google

125. Richter R. (2006), "German higher education today", Analysis, http://www.analysis-online.net/numero06-1/richter_german.pdf Vai! Cerca con Google

126. Rindermann H. & Amelang M. (1994), The Heidelberg Inventory on teaching evaluation, Asanger, Heidelberg. Cerca con Google

127. Rindermann H. & Schofield N. (2001), "Generalizability of multidimensional student ratings of university instruction across courses and teachers", Research in Higher Education, 42, 377-399. Cerca con Google

128. Rivas F. (1993), Modelo integrado de situación educativa (MISE). Una aproximación desde la psicologia de la instrucción, in V. Pelechano, Psicologia, mitopsicologia y postpsicologia, Promolibro, Valencia, pp. 293-338. Cerca con Google

129. Rivas F. (1997), El proceso de Ensenanza/Aprendizaje en la situación educativa, Ariel, Barcelona. Cerca con Google

130. Roche L., Marsh W. H. (2000), "Multiple dimensions of University teacher self-concept: construct validation and the influence of students' evaluations of teaching", Instructional Science, 28, 439-468. Cerca con Google

131. Rodríguez-Campos L. (2005), Collaborative evaluations. A Step-by-Step Model for the Evaluator, LLumina Press, Florida. Cerca con Google

132. Romainville M. (2000), L'échec dans l'université de masse, l'Harmattan, Paris. Cerca con Google

133. Romainville M. (2002), L'évaluation des acquis des étudiants dans l'enseignement universitaire, Rapport établi à la demande du Haut Conseil de l'évaluation de l'école, Paris. (disponible sur le site: http://cisad.adc.education.fr/hcee/publications-2003.html) Vai! Cerca con Google

134. Rossi P. H., Freeman H. E. (1982), Evaluation: A systematic approach, Sage Publications, Beverly Hills, London. Cerca con Google

135. Rupert M. (2000), Ideologies of globalization. Contending visions of a new world order, Routledge, London. Cerca con Google

136. Santhanam E. & Hicks O. (2002), "Disciplinary, gender and course year influences on student perceptions of teaching: explorations and implications", Teaching in Higher Education, 7, 17-31. Cerca con Google

137. Saroyan A., Amundsen C. (2001), "Evaluating University teaching: time to take stock", Assessment and Evaluation in Higher Education, 26, 341-353. Cerca con Google

138. Scott P. (2005), The opportunities and threats of globalization, in G. A. Jones, P. L. McCarney & M. L. Skolnik (eds.), Creating knowledge, strengthening nations, University of Toronto Press, Toronto, pp. 42-55. Cerca con Google

139. Scriven M. (1995), "Student ratings offer useful input to teacher evaluation", Practical Assessment, Research and Evaluation, 4, 4-7. Cerca con Google

140. Seale C. (1999), The quality of qualitative research, Sage Publications, London. Cerca con Google

141. Seddoh K. F. (2002), Educating citizens in a changing global society: A new challenge for higher education, in AA.VV., Globalization and the market in higher education. Quality, Accreditation and Qualifications, UNESCO Publishing, Paris, pp. 45-57. Cerca con Google

142. Semeraro R. (2003), "Università e processi di valutazione: un dibattito aperto", Cadmo, 2, 57-78. Cerca con Google

143. Semeraro R. (a cura di) (2005), La valutazione della didattica universitaria in Italia, in Europa, nel mondo. Atti di un convegno internazionale, FrancoAngeli, Milano. Cerca con Google

144. Semeraro R. (2006a), Paradigmi scientifici, rivisitazioni metodologiche, approcci multidimensionali, Franco Angeli, Milano. Cerca con Google

145. Semeraro R. (2006b) (a cura di), Valutazione e qualità della didattica universitaria. Le prospettive nazionali e internazionali, FrancoAngeli, Milano. Cerca con Google

146. Semeraro R. (a cura di) (2006c), La valutazione della didattica universitaria. Docenti e studenti protagonisti in un percorso di ricerca, FrancoAngeli, Milano. Cerca con Google

147. Shao L., Anderson L., Newsome M. (2007), "Evaluating teaching effectiveness: where we are and where we should be", Assessment and evaluation in Higher Education, 32, 355-371. Cerca con Google

148. Slavin R. E., (1983), Cooperative Learning, Longman, New York. Cerca con Google

149. Spencer K. J., Schmelkin L. P. (2002), "Student perspectives on teaching and its evaluations", Assessment and evaluation in Higher Education, 27, 397-409. Cerca con Google

150. Srikanthan G., Dalrymple J. (2003), "Developing alternative perspectives for quality in higher education", International Journal of Educational Management, 17, 126-136. Cerca con Google

151. Stake R. (1980), Program Evaluation, particularly Responsive evaluation, in W. B. Dockrell, D. Hamilton (Eds.), Rethinking educational research, Hodder and Stoughton, London, pp. 72-87. Cerca con Google

152. Stake R. (1983), Program Evaluation, particularly Responsive evaluation, in G. F. Madaus, M. Scriven, D. Stufflebeam, Evaluation models: viewpoints on educational and human services evaluation, Kluwer-Nijhoff Publishing, Boston, pp. 287-310. Cerca con Google

153. Stake R. (2004), Standards-based & Responsive evaluation, Sage Publications, Thousand Oaks, California. Cerca con Google

154. Stame N. (1998), L'esperienza della valutazione, Edizioni Seam, Roma. Cerca con Google

155. Stame N. (2002), Tre approcci principali alla valutazione: distinguere e combinare, in M. Palumbo, Il processo di valutazione. Decidere, programmare, valutare, FrancoAngeli, Milano, pp. 21-46. Cerca con Google

156. Stame N. (a cura di) (2007), Classici della valutazione, FrancoAngeli, Milano. Cerca con Google

157. Stark J. S., Lattuca L. R. (1997), Shaping the College Curriculum. Academic plans in action, Allyn and Bacon, Massachusets. Cerca con Google

158. Stefani E. (2006), Qualità per l'Università , FrancoAngeli, Milano. Cerca con Google

159. Stufflebeam D. L., Shinkfield A. J. (1985), Systematic Evaluation, Kluwer Nijhoff Publishing, Boston, Dordrecht, Lancaster. Cerca con Google

160. Stufflebeam D. L., Webster W. J. (1980), An analysis of alternative approaches to evaluation, Educational Evaluation and Policy Analysis. 2(3), 5-19. Cerca con Google

161. Stufflebeam D. L., Shinkfield A. J. (2007), Evaluation Theory, Models, and Application, Jossey Bass, San Francisco. Cerca con Google

162. Tatro C. N. (1995), "Gender effects on student evaluations of faculty", Journal of Research and Development in Higher Education, 28, 169-173. Cerca con Google

163. Tigelaar D. E. H., Dolmans D. H. J. M., Wolfhagen I. H. A. P. & Van Der Vleuten C. P. M. (2004), "The development and validation of a framework for teaching competencies in higher education", Higher Education, 48, 253-268. Cerca con Google

164. Tomei G. (2004), Valutazione partecipata della qualità . Il cittadino-utente nel giudizio sugli interventi di politica e servizio sociale, FrancoAngeli, Milano. Cerca con Google

165. Turk-Bicakci L., Brint S. (2005), "University-Industry collaboration: Patterns of growth for low and middle-level performers", Higher Education, 49 (1-2), 61-89. Cerca con Google

166. Vaira M. (2004), "Globalization and higher education organizational change: A framework for analysis", Higher Education, 48 (4), 483-510. Cerca con Google

167. VanDamme D. (2001), "Quality issues in the internationalisation of higher education", Higher Education, 41 (4), 415-441. Cerca con Google

168. Varisco B.M. (2002), Costruttivismo socio-culturale. Genesi filosofiche, sviluppi psico-pedagogici, applicazioni didattiche, Carocci, Roma. Cerca con Google

169. Wachtel H. (1998), "Student evaluation of college teaching effectiveness: a brief review", Assessment and Evaluation in Higher Education, 23, 191-211. Cerca con Google

170. Wagner Z. (1999), "Using student journals for course evaluation", Assessment and Evaluation in Higher Education, 24, 261-272. Cerca con Google

171. Webbstock D. (1999), "An evaluative look at the model used in the assessment of teaching quality at the University of Natal, South Africa: reflections, rewards and reconsiderations", Assessment and Evaluation in Higher Education, 24, 173-184. Cerca con Google

172. Weiler H. (2005), "Ambivalence and the politics of knowledge: The struggle for change in German Higher Education", Higher Education, 49 (1-2), 177-195. Cerca con Google

173. Ylijoki, O. H. (2004), Orientations of future in academic work, Paper presented at the 20th EGOS Colloquium, Ljubljana University, Slovenia. Cerca con Google

Download statistics

Solo per lo Staff dell Archivio: Modifica questo record