Creative and Effective Teaching:Perceptions of CAFNR Faculty

The thesis from which this item is derived can be found at http://hdl.handle.net/10355/5565.Effective teaching may impact students far beyond their college experience. There is a considerable amount of research about effective teaching. One of the most recognized studies suggests that clarity, task orientated, enthusiasm, opportunity for students to learn and variability are characteristics of effective instructors. Many researchers have suggested that creativity is also an important component of effective teaching. As consumers of effective teaching, students may be able to offer unique perspectives about effective teaching behaviors, particularly the characteristic of creativity. The purpose of this study was to explain and predict creative and effective teaching of university instructors

Analysis of creative and effective teaching behaviors ofuniversity [sic] instructors

The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.Title from title screen of research.pdf file (viewed on June 2, 2009)Vita.Thesis (Ph. D.) University of Missouri-Columbia 2008.This study examined the creative and effective teaching behaviors of instructors in the College of Agriculture, Food and Natural Resources (CAFNR) at the University of Missouri. Three methods were used to examine instructor creativity, including a self-perceived assessment of creative teaching behaviors, a student assessment of creative teaching behaviors and a norm referenced creativity assessment. In addition, students evaluated the effective teaching behaviors of CAFNR instructors. Little relationship was found between instructors' perceived creativity, norm-referenced creativity, and students' perceived creativity. However, both instructors and students agreed that creative teaching behaviors occur in CAFNR courses. Further, students suggested CAFNR instructors are effective teachers. A very high correlation (r = .91) was found between students' perceive creative teaching behaviors of instructors and students' perceive effective teaching. Creativity, as measured by the ATTA, was substantially higher for participants than for norm referenced populations. Little differences were observed between disciples, sex, and teaching experience and the three measures of creativity. However, students' perceptions of instructors' creative teaching behaviors were significant different when compared to students' perception of effective and ineffective teaching.Includes bibliographical reference

Developing Metrics for Effective Teaching in Extension Education: A Multi–State Factor– Analytic and Psychometric Analysis of Effective Teaching

To successfully educate the public about agriculture, food, and natural resources, we must have effective educators in both formal and nonformal settings. Specifically, this study, which is a valuable part of a larger sequential mixed-method study addressing effective teaching in formal and nonformal agricultural education, provides direction for future effective teaching research in extension education. Particularly, this study assessed 142 behaviors, characteristics, and techniques considered indicative of effective teaching, to reduce the number of competencies and identify constructs of effective teaching in extension education. A total of 1,470 extension educators from 30 states, surveyed in the fall of 2011, served as the population for this study. As a result, 63 effective teaching competencies in 11 constructs were identified. Psychometric evaluation of the 11 constructs resulted in Cronbach’s alpha coefficients ranging from .82 to .93, supporting the reliability of the identified constructs. An expert panel then named the constructs, many of which aligned with those identified in previous teaching effectiveness research. Implications for practice and research resulted from this study, including a proposed three-part framework for assessing effective teaching in extension education, which includes self-evaluation, observation-based assessment, teaching-related output and/or outcome measures

Developing Metrics for Effective Teaching in Extension Education: A Multi-State Factor-Analytic and Psychometric Analysis of Effective Teaching

To successfully educate the public about agriculture, food, and natural resources, we must have effective educators in both formal and nonformal settings. Specifically, this study, which is a valuable part of a larger sequential mixed-method study addressing effective teaching in formal and nonformal agricultural education, provides direction for future effective teaching research in extension education. Particularly, this study assessed 142 behaviors, characteristics, and techniques considered indicative of effective teaching, to reduce the number of competencies and identify constructs of effective teaching in extension education. A total of 1,470 extension educators from 30 states, surveyed in the fall of 2011, served as the population for this study. As a result, 63 effective teaching competencies in 11 constructs were identified. Psychometric evaluation of the 11 constructs resulted in Cronbach’s alpha coefficients ranging from .82 to .93, supporting the reliability of the identified constructs. An expert panel then named the constructs, many of which aligned with those identified in previous teaching effectiveness research. Implications for practice and research resulted from this study, including a proposed three-part framework for assessing effective teaching in extension education, which includes self-evaluation, observation-based assessment, teaching-related output and/or outcome measures