Put teaching on the same footing as research? Teaching and learning policy review in Hong Kong and the U.S.

Put teaching on the same footing as research? Teaching and learning policy review in Hong Kong and the U.S.

• Lee, Orlan Hong Kong University of Science and Technology

Education Policy Analysis Archives, 8(48), 2000

College of Education, Arizona State University

2000

• P Social Context of Education
  • PB Comparative Education
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

College Faculty Educational Research Evaluation Methods Higher Education Peer Evaluation Research Utilization Student Evaluation of Teacher Performance Teacher Effectiveness Validity Agency Theory

• Hong Kong
• United States

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

The Research Assessment Exercises (RAEs) in hugely expanded universities in Britain and Hong Kong attempt mammoth scale ratings of "quality of research." If peer review on that scale is feasible for "quality of research," is it less so for "quality of teaching"? The lessons of the Hong Kong Teaching and Learning Quality Process Reviews (TLQPRs), of recent studies on the influence of grade expectation and workload on student ratings, of attempts to employ agency theory both to improve teaching quality and raise student ratings, and of institutional attempts to refine the peer review process, all suggest that we can "put teaching on the same footing as research" and include professional regard for teaching content and objectives, as well as student ratings of effectiveness and personality appeal, in the process.
[Copyright of Education Policy Analysis Archives is the property of College of Education, Arizona State University.
Access via Directory of Open Access Journals: http://epaa.asu.edu/ojs/]

• English

Journal Articles

• 10682341

https://bibliography.lib.eduhk.hk/en/bibs/2cb376de

2010-11-24