LEADER 03936nam 22006135 450 001 9910364948003321 005 20240923160808.0 010 $a9783030328467 010 $a3030328465 024 7 $a10.1007/978-3-030-32846-7 035 $a(CKB)4100000010013816 035 $a(MiAaPQ)EBC6000199 035 $a(DE-He213)978-3-030-32846-7 035 $a(EXLCZ)994100000010013816 100 $a20191219d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEvaluating Teaching Practices in Graduate Programs /$fby Jesús Gabalán-Coello, Fredy Eduardo Vásquez-Rizo, Michel Laurier 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (145 pages) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 08$a9783030328450 311 08$a3030328457 327 $aChapter 1 - Evaluation in the university context: from the general to the particular -- Chapter 2 - A brief overview of authors and theories -- Chapter 3 - And then.... what is important in graduate programs? -- Chapter 4 - A proposal to determine the influencing factors -- Chapter 5 - Empirical evidence: application in a specific case study -- Chapter 6 - Final reflections. 330 $aThis book proposes a method to evaluate the work of teachers acting in a very specific educational context: graduate programs at higher education institutions. There are many publications on the field of measurement and evaluation of teaching practices, but these studies are usually conducted at the undergraduate level and ignore the nuances of teaching practices at the graduate level. Should professors demonstrate the same skills when they teach in undergraduate programs as they do when they teach in graduate programs? Is it appropriate to use the same assessment tools both at the undergraduate and the graduate levels? Do the teaching practices evolve the same way at the graduate and undergraduate levels? The book intends to answer these questions by introducing a methodological approach to find the relevant variables that are the foundation of professional practices at the graduate level as determined by the scientific community and through the analysis of the stakeholders? perceptions. The proposed methodological approach combines quantitative and qualitative research techniques to identify and explain, within a mixed-method framework, the most important factors that lead to teaching quality at graduate level. Therefore, How to Evaluate Teaching Practices in Graduate Practices will be a valuable resource for students, university professors and educational administrators interested in quality assurance processes in higher education institutions. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aTeachers$xTraining of 606 $aEducational tests and measurements 606 $aEducation, Higher 606 $aTeaching and Teacher Education 606 $aAssessment and Testing 606 $aHigher Education 615 0$aTeachers$xTraining of. 615 0$aEducational tests and measurements. 615 0$aEducation, Higher. 615 14$aTeaching and Teacher Education. 615 24$aAssessment and Testing. 615 24$aHigher Education. 676 $a378.166 676 $a379.158 700 $aGabalán-Coello$b Jesús$4aut$4http://id.loc.gov/vocabulary/relators/aut$01061206 702 $aVásquez-Rizo$b Fredy Eduardo$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aLaurier$b Michel$g(Michel D.),$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910364948003321 996 $aEvaluating Teaching Practices in Graduate Programs$92517863 997 $aUNINA