Dixon J K, Koerner B
Nurs Res. 1976 Jul-Aug;25(4):300-5.
The purpose of this three-stage study was to identify and validate constructs which students use in differentiating among teachers. In stage I, six theoretical constructs thought to be involved in teaching effectiveness were identified; these were revised through a faculty content validity study. In stage II, a known-groups validity study, all items and constructs were found to be used by students in differentiating between good and poor teachers. In stage III, students' ratings of current teachers were collected and factor analyzed. Two factors, individualized prescriptive approach and systematic theoretical presentation, were identified. An analogy was drawn between these factors and elements of nursing process. The category structure which had been derived through the faculty content validity study was not supported.
这项三阶段研究的目的是识别和验证学生用于区分教师的概念。在第一阶段，确定了六个被认为与教学效果有关的理论概念；这些概念通过教师内容效度研究进行了修订。在第二阶段，即已知群体效度研究中，发现所有项目和概念都被学生用于区分优秀教师和较差教师。在第三阶段，收集了学生对现任教师的评价并进行了因子分析。确定了两个因子，即个性化规定方法和系统理论呈现。在这些因子与护理过程的要素之间进行了类比。通过教师内容效度研究得出的类别结构未得到支持。
