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Relationship Between Student Instructional Ratings and Student-Faculty Psychological Types [microform] / Logan F. Blank
Bib ID 5209629
Format BookBook, MicroformMicroform, OnlineOnline
Author
Blank, Logan F
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1970 
11 p. 
Summary

Previous research has found little or no relationship between student instructional ratings and numerous academic and personal variables. This study sought to determine if such ratings are related to student and instructor psychological types. Undergraduate engineering students (297) and nine instructors were administered the Myers-Briggs Type Indicator which is a personality classifier based on self-reporting. In addition, students responded to the Student Instructional Rating Report (SIRR) which provides a composite profile of five categories: (1) Instructor Involvement; (2) Student Interest; (3) Student-Instructor Interaction; (4) Course Demands; and (5) Course Organization. Various analyses of the data were described. They revealed no significant differences in student instructional ratings among student types. There were, however, significant differences in student ratings among faculty types for three of the SIRR categories: (1) Instructor Involvement; (2) Student Interest; and (3) Student-Instructor Interaction. The paper concludes by emphasizing the potential influence of personal behavior variables among instructors in determining student reaction to classroom instruction. Implications are discussed. (TL)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Achievement Rating.  |  Instruction.  |  Teacher Improvement.  |  Teachers.  |  College Students.  |  Instructional Improvement.  |  Rating Scales.  |  Student Teacher Relationship.  |  Teacher Evaluation.
Other authors/contributors Wisconsin State Univ., Oshkosh
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