...faculty promotion, tenure, and salary reviews. In most cases, the mechanism used to measure teaching effectiveness is a locally developed evaluation form that is completed by an instructor’s students toward the end of the course, usually before students have received their final course grades. The practice of using student evaluations of teaching (SETs) to evaluate faculty teaching effectiveness raises a number of concerns, including the basic validity of these forms and their sensitivity to external biases. The question of validity involves the extent to which SETs (or items on these forms) accurately predict student learning. Questions of bias involve the possibility that student responses are influenced by factors unrelated to the faculty member’s instructional effectiveness. The topic of this article is the biasing effect that faculty grading practices have on SETs. A broader discussion of this and related issues may be found in my book The GPA Myth, from which most of the following analyses are drawn. Both the validity of SETs and potential biases to SETs have been discussed extensively in the educational literature. A simple search of the ERIC database produces thousands of articles concerning various aspects of SETs, and Greenwald summarizes more than 170 studies that examined the specific issue of whether SETs represented valid measures of student learning. Clearly, a comprehensive review of this literature is not possible here, and so I will simply summarize the current state...
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...Topic | Definition | Presentation of Concept | Notes | Classroom Management | * All of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place. (Lakes, 2002) * Classroom management, often called classroom discipline, has been a priority for teachers for nearly 40 years, or for as long as there have been opinion surveys of educational priorities. (Kratochwill, 2006) | | | Ending | * a point that marks the limit of something : the point at which something no longer continues to happen or exist * the last part of a story, movie, song, etc. * the part at the edge or limit of an areaWebster’s Dictionary | (Johnson et al; Ledlow 1998) | | Grading | * Grading leniency is a removable contaminant of student ratings. * Grading in education is the process of applying standardized measurements of varying levels of achievement in a course.(Greenwald, Anthony G.; Gillmore, Gerald M. 2009) | University of Mindanao Official Website | | Student Course Evaluation | There are almost as many terms used to describe student course evaluations as there are articles about them; among the most common are “student evaluations,” “course evaluations,” “student ratings of instruction,” and “student evaluations of teaching (SETs).” Each of these phrases has slightly different connotations, depending on whether they emphasize students, courses...
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...Helpsheet CRITICAL REVIEWS Use this sheet to help you: • conduct a critical review of an article • structure and write a critical review 5 minute self test Circle either ‘should’ or ‘shouldn’t’ in the points below: In a critical review, you: 1. 2. 3. 4. 5. should / shouldn’t assume the reader is familiar with the text should / shouldn’t provide a summary of the text should / shouldn’t provide many quotes should / shouldn’t be ‘hyper-critical’ should / shouldn’t write an introduction, a body and a conclusion Check your answers on Page 10 This publication can be cited as: Davies, W. M. and Beaumont, T. J. (2007), Critical Reviews, Teaching and Learning Unit, Faculty of Business and Economics, the University of Melbourne. http://tlu.fbe.unimelb.edu.au/ Further credits: Pesina, J. (design and layout). FACULTY OF BUSINESS & ECONOMICS Helpsheet CRITICAL REVIEWS Introduction The process of critically reviewing an article can seem intimidating. How, you may worry, can you think of things to say about an article written by an expert? What if you can’t find anything to “criticise”? How will you avoid just producing a summary of the article? And, how should you structure the review? There are no simple techniques that can make writing a critical review easy. A critical review is something that takes time, care and thought. Perhaps, for hours and hours, you may feel you are getting, nowhere, but then suddenly, maybe while in the bath, you have an idea…...
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...Description of Evidence Evidence 1: The first piece of evidence demonstrating the criteria related to critical thinking is a concept analysis paper written on the topic of Critical Thinking in Nursing, completed for NUSC 5003, Theory in Nursing, in the Spring Semester of 2015 (Appendix A). The purpose of this paper was to expand on the interpretations of critical thinking including the analysis of the characteristics or qualities of critical thinking in nursing based on selected literature reviews from multiple disciplines using the Walker and Avant model. Incorporates multiple perspectives in the advanced practice learning process (i.e. diverse ways of thinking, roles). In this paper, I analyzed diverse concepts of critical thinking by...
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...Critical thinking in described as being a mental process of actively and skillfully applying , analyzing, synthesizing and evaluations situations to come to a decision. I had to apply my critical thinking a few years ago when I decided to move to a different state. I had to make sure that I was choosing the right neighborhood for my family to live in. I was not from the area, so I knew nothing about the area. I did not want to move my children in an area where they were not safe. The things that I analyzed was the how safe the area was, distance from work and how good the schools were in the area. I used my critical thinking skill by searching on the internet checking the reviews on what other families that have lived or is living in the area. I did not want to move in an area where it was unsafe for my children. I did not want to move in an area where the crime rate and break-ins were high. I used the internet and also called the police station to ask questions about the crime rate in each area. I thought very carefully when choosing a safe area for my family and I. Choosing an area where the distance from home and work was another concern for me I goggled the distance and time that it would take for me to get to and from work. I did not want to drive very far away from home as I am a single mother of 4. Being far away from home, especially when you have young children, can be a concern for many parents. I want to be able to get home quick as possible in the event of an...
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...Community College of City University CM20269 Financial Management – Semester B 2012/13 |Name |Office (AC 2) |Office Phone No. |E-mail | |Mr. Toby Butt |Room: 6217 |3442 4969 |mkbutt@cityu.edu.hk | |Mr. Joe Pong |Room: 5429 |3442 6943 |hkpong@cityu.edu.hk | |Mr. Kennix Chiu |Room: 5416 |3442 7585 |swchiu@cityu.edu.hk | |Ms. Maria Wong |Room: 5423 |3442 9762 |laikwong@cityu.edu.hk | Course Aims: Provide students with some fundamental concepts of modern financial management theory relevant to making operating and investment decisions. The course also introduces some of the core financial management and decision making techniques used in the business world. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: 1. Describe the financial environment, agency costs, the goals of the participants, and the basic structure of Hong Kong financial and banking systems 2. Explain working capital policies and apply working capital management tools 3. Apply the concepts of risk-return trade-off and time value of money in financial management decisions, and in...
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...Community College of City University BUS20269 Financial Management – Semester A 2013/14 |Name |Office (AC 2) |Office Phone No. |E-mail | |Mr. Toby Butt |Room: 6217 |3442 4969 |mkbutt@cityu.edu.hk | |Mr. Joe Pong |Room: 5429 |3442 6943 |hkpong@cityu.edu.hk | |Mr. Kennix Chiu |Room: 5416 |3442 7585 |swchiu@cityu.edu.hk | |Mr. Peter Yip |Room: 5406 |3442 7903 |peteryip@cityu.edu.hk | Course Aims: Provide students with some fundamental concepts of modern financial management theory relevant to making operating and investment decisions. The course also introduces some of the core financial management and decision making techniques used in the business world. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: 1. Describe the financial environment, agency costs, the goals of the participants, and the basic structure of Hong Kong financial and banking systems 2. Explain working capital policies and apply working capital management tools 3. Apply the concepts of risk-return trade-off and time value of money in financial management decisions, and...
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...MANAGEMEN THOUGHT Critical Review Attitude Towards Knowledge Sharing Behavior Lenny Martini ‐ 29006014 MSM ITB ‐ 2006 Attitude Towards Knowledge Sharing Behavior : A Critical Review 1..O Source VERVIEW OF THE PAPER Title of the Paper “ Attitude Towards Knowledge Sharing Behavior” The Journal of Computer Information Systems; Winter 2005/2006; pg.45-51 Writers • • Sai Ho Kwok – California State University, Long Beach, California Sheng Gao – The Hong Kong University of Science & Technology, Kowloon Abstract Based on the theory of reasoned action, this study is focused on an individual’s behavior of knowledge sharing with respect to information system/ information technology (IS/IT) by investigating their attitude towards knowledge sharing. Three variables, namely extrinsic motivation, absorptive capacity and channel richness, were examined as influential factors affecting people’s attitude towards knowledge sharing. A structural survey was conducted to test the relationships between attitude and the three variables. The results show that extrinsic motivation imposed no impact on an individual’s attitude towards knowledge sharing while the other two factors played a significant part. The results are consistent with the psychological theories and we showed the applicability of the theories in the case of knowledge sharing. Keywords : Knowledge sharing, attitude, extrinsic motivation, absorptive capacity, channel richness, knowledge management. Objectives...
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...Reading 1.3-1: What is critical thinking? 1 Reading 1.3-1: What is critical thinking? The world of accounting has changed dramatically over the past 50 years. In 1965, the key skills expected of a new CGA could best be described as ―technical‖ — the application of accounting, auditing, and other related skills to the recording of transactions and the generation of financial statements. However, by the mid-1990s, the notion of competency-based assessment had replaced this older model of skills assessment. The development of a competency map identifying key skills required for the accounting profession indicated that a key skill is the ability to think critically. Simply put, critical thinking is a type of thinking that questions assumptions. The Critical Thinking Community at http://www.criticalthinking.org/ provides the following definition: Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. Critical thinking can be applied to any course in the CGA Program of Professional Studies. It entails the examination of those structures or elements of thought implicit in all reasoning, which consists of Purpose, problem, or question at issue Assumptions Concepts Empirical grounding Reasoning leading to conclusions Implications and consequences Objections from alternative viewpoints Frame of reference ―Critical,‖ as used in the term ―critical thinking,‖ relates to...
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... Book Reviews Like 17 people like this. What this handout is about This handout will help you write a book review, a report or essay that offers a critical perspective on a text. It offers a process and suggests some strategies for writing book reviews. What is a review? A review is a critical evaluation of a text, event, object, or phenomenon. Reviews can consider books, articles, entire genres or fields of literature, architecture, art, fashion, restaurants, policies, exhibitions, performances, and many other forms. This handout will focus on book reviews. Above all, a review makes an argument. The most important element of a review is that it is a commentary, not merely a summary. It allows you to enter into dialogue and discussion with the work’s creator and with other audiences. You can offer agreement or disagreement and identify where you find the work exemplary or deficient in its knowledge, judgments, or organization. You should clearly state your opinion of the work in question, and that statement will probably resemble other types of academic writing, with a thesis statement, supporting body paragraphs, and a conclusion. Typically, reviews are brief. In newspapers and academic journals, they rarely exceed 1000 words, although you may encounter lengthier assignments and extended commentaries. In either case, reviews need to be succinct. While they vary in tone, subject, and style, they share some common features: First, a review gives the...
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...THE LITERATURE REVIEW: A FEW TIPS ON CONDUCTING IT What is a review of the literature? A literature review is an account of what has been published on a topic by accredited scholars and researchers. Occasionally you will be asked to write one as a separate assignment (sometimes in the form of an annotated bibliography—see the bottom of the next page), but more often it is part of the introduction to an essay, research report, or thesis. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries. Besides enlarging your knowledge about the topic, writing a literature review lets you gain and demonstrate skills in two areas: 1. information seeking: the ability to scan the literature efficiently, using manual or computerized methods, to identify a set of useful articles and books critical appraisal: the ability to apply principles of analysis to identify unbiased and valid studies. 2. A literature review must do these things: a) be organized around and related directly to the thesis or research question you are developing b) synthesize results into a summary of what is and is not known c)...
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...Running Head: Critical Reading 1 Mercy College Professor Coleman-Prisco Critical Reading Susan Aiosa CRITICAL READING 2 Reading has at all times and at all ages been a source of knowledge, happiness, and pleasure. When I am given an assignment here at school in my social work classes, sometimes the reading doesn’t seem to be all that sensible. These assignments in writing papers and reading research journals and the information provided within the pages of the articles must be critically analyzed and read. It is vital for me to ensure that the journals, topic information, and authors are all credible. This process is also necessary to make sure that the credibility of the information is professionally supported and held to a scholarly standard. In support of my research topic, I select an article that I have deemed a credible source. Once I have established the articles validity and scholarly integrity, I continue with my researcher’s obligation, critical reading, and understanding the information, which supports the area under study. I will demonstrate this procedure in seven stages that involves the critical reading of research articles. In accordance with the Mercy College Libraries (2015), the initial evaluation of critical analysis consists...
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...Clinically Induced Hypothermia in the Management of Severe Head Injury: A Review of the Evidence PAGE 1. Title Page 2. Acknowledgements 3. Contents 4-5. Abstract 6-7. Introduction 8-11. Methods 9. i) Inclusion & Exclusion Criteria 10. ii) Limitations of Search 11. iii) Critical Framework 12-26. Critical Review of the Data 13. i) Study Aims & Design 19. ii) Sampling & Controls 25. iii) Results 27-36. Discussion 32. i) Implications for Practice 37-41. References 42. Appendix 1) – The Four Stages of Research 43. Appendix 2) – Database Search (Hard Copy Only) 44-49. Appendix 3) – Example (1) Using the CASP Framework 50-55. Appendix 3) – Example (2) Using the CASP Framework 56. Appendix 4) – Summary of Studies (Hard Copy Only) 57. Appendix 5) – Intracranial Pressures 58. Appendix 6) – Type 1 & 2 Errors 59. Appendix 7) – The Hawthorne Effect 60. Appendix 8) – The Glasgow Outcome Score 61. Appendix 9) – The Hierarchy of Evidence ABSTRACT Medically induced hypothermia has been used as a neuro-protector to try and limit the consequences of severe brain injury for more than fifty years but it is only recently that its effectiveness has been assessed using randomised controlled trials. Under certain circumstances clinically induced hypothermia has already been proven to be beneficial by providing a degree of neuroprotection in post-cardiac arrest patients. As such it has recently...
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...Contents Executive Summary ................................................................................................................................ 3 Introduction............................................................................................................................................. 4 Main Body .............................................................................................................................................. 5 1.0 Project Charter ......................................................................................................................... 5 Project Vision .................................................................................................................................. 6 Project Objectives/Deliverables ....................................................................................................... 6 Assumptions .................................................................................................................................... 7 Risks and Dependencies................................................................................................................... 7 Actor Catalog .................................................................................................................................. 9 Business Process Flow ................................................................................................................... 10 Project Organization...
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...Sources + Critical Thinking + Answer the question + Plan your time + Deal with nerves = Better grades! Structure of Literature Review Intro – Definitions + what I am going to say Theme 1 Theme 2 Theme 3 etc Conclusion – what I said and how I answered the question set Definitions Put boxes / circles round main words in your research objectives. For the content words, always start with definitions (from a good source)! Put these AT THE BEGINNING of the literature review Sources You must have them! Not your own opinion! They must be good sources Source – CIPD Sources You must cite them correctly – Harvard referencing in the text and in the reference list at the end. Aim for 1 to e.g. 4 per paragraph You can use this guide – it is excellent: https://www.edgehill.ac.uk/documents/learningServices/Harvard_Referencing.pdf Sources – for a theme Here’s a template you might wish to use for each them in your literature review. This will help you refine your thoughts on the literature and will work very well in your appendices Key sources for this them The main messages of that source E.g. The author of the core text book (2009) Jones (2008) Smith (2005) Brown (2010) Smith & Jones (1992) Various (list at least a few) The social class system is divided by .... PESTLE is a common approach to analysing an organisation’s environment etc Critical Thinking You...
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