Campbell-Grossman C, Pozehl B, Zimmerman L
University of Nebraska Medical Center at Lincoln, USA.
J Nurs Meas. 1996 Summer;4(1):49-57.
Although literature on instruments measuring classroom teaching is abundant, it is difficult to find an established tool that meets the specific evaluation needs of faculty teaching in a contemporary nursing college. This methodological study developed and tested an instrument for student completion that assessed the effectiveness of a faculty member's classroom teaching in a modern curriculum. The items were developed from a literature review and feedback from content experts. Four midwestern nursing schools participated in the assessment of the instrument's reliability and validity. A coefficient alpha of .98 was reported for internal consistency (N = 233) and r = .85 (p < .001) for test-retest reliability (n = 35). Factor analysis revealed one dominant factor that measured effective traits/methods in classroom teaching. This factor's eigenvalue of 28.95 accounted for 60% of the total variance.
虽然关于测量课堂教学的工具的文献很多，但很难找到一种成熟的工具来满足当代护理学院教师教学的特定评估需求。这项方法学研究开发并测试了一种供学生填写的工具，该工具评估了教师在现代课程中课堂教学的有效性。这些项目是根据文献综述和内容专家的反馈制定的。四所中西部护理学校参与了该工具可靠性和有效性的评估。内部一致性的系数阿尔法为0.98（N = 233），重测信度为r = 0.85（p < 0.001）（n = 35）。因子分析揭示了一个主导因子，该因子测量课堂教学中的有效特质/方法。该因子的特征值为28.95，占总方差的60%。
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