Guild R E
J Dent Educ. 1977 Jun;41(6):307-19.
Faculty A & R systems arrange contingencies of reinforcement (relationships between faculty performance and institutional rewards) which powerfully influence faculty behavior. By and large, the current contingencies influencing teaching performance are defectiive. A frequent result is mediocre instruction and ready diversion of faculty effort to activities controlled by better contingencies. The major obstacles to productive appraisal and reward of teaching are the criterion problem and the inability or reluctance to arrange potent A & R contigencies to influence faculty behavior. Recent developments in behavioral science and instructional technology promise significant help in overcoming both obstacles. An example has been provided. Virtues and difficulties in the proposed procedure have been discussed.
教师评估与奖励系统安排强化的意外情况（教师表现与机构奖励之间的关系），这对教师行为有强大的影响。总的来说，当前影响教学表现的意外情况存在缺陷。常见的结果是教学质量平平，教师精力轻易就转向了由更好的意外情况所控制的活动。对教学进行有效评估和奖励的主要障碍是标准问题，以及无法或不愿安排有力的评估与奖励意外情况来影响教师行为。行为科学和教学技术的最新发展有望在克服这两个障碍方面提供重大帮助。文中给出了一个例子。对所提议程序的优点和困难进行了讨论。
