The effectiveness of the SPEAK test in predicting international teaching assistant perceived teaching success as measured by student evaluations.

Persistent Link:
http://hdl.handle.net/10150/186723
Title:
The effectiveness of the SPEAK test in predicting international teaching assistant perceived teaching success as measured by student evaluations.
Author:
Whitacre, Wendy Susan.
Issue Date:
1994
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In order to determine the usefulness of the SPEAK test in predicting perceived ITA success in the classroom, this study poses the question, "Is the SPEAK test a reliable predictor of student perception of ITA teaching success as measured by student evaluations?" Multiple regression analysis was used to determine how well SPEAK scores would predict perceptions of ITA teaching success. The factors involved in the regression analysis were field of study, language/culture background, TOEFL score, AZTEQ score and SPEAK score. The existing research can be grouped into two general theoretical paradigms: the English Proficiency Theory (EP Theory) and the Cross-Cultural Conflict Theory (CCC Theory). The results of this study indicate that the SPEAK test is an effective predictor of perceived ITA teaching success in the classroom as measured by student evaluations. The SPEAK score accounted for 47.9% of the variance in the student evaluations. The factors of department, language/culture group, and TOEFL were not significant. The study concludes with considerations thst must be addressed by institutions screening and/or training ITAs for teaching assignments.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic.; Education, Higher.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Higher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Slaughter, Sheila

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleThe effectiveness of the SPEAK test in predicting international teaching assistant perceived teaching success as measured by student evaluations.en_US
dc.creatorWhitacre, Wendy Susan.en_US
dc.contributor.authorWhitacre, Wendy Susan.en_US
dc.date.issued1994en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn order to determine the usefulness of the SPEAK test in predicting perceived ITA success in the classroom, this study poses the question, "Is the SPEAK test a reliable predictor of student perception of ITA teaching success as measured by student evaluations?" Multiple regression analysis was used to determine how well SPEAK scores would predict perceptions of ITA teaching success. The factors involved in the regression analysis were field of study, language/culture background, TOEFL score, AZTEQ score and SPEAK score. The existing research can be grouped into two general theoretical paradigms: the English Proficiency Theory (EP Theory) and the Cross-Cultural Conflict Theory (CCC Theory). The results of this study indicate that the SPEAK test is an effective predictor of perceived ITA teaching success in the classroom as measured by student evaluations. The SPEAK score accounted for 47.9% of the variance in the student evaluations. The factors of department, language/culture group, and TOEFL were not significant. The study concludes with considerations thst must be addressed by institutions screening and/or training ITAs for teaching assignments.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academic.en_US
dc.subjectEducation, Higher.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineHigher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairSlaughter, Sheilaen_US
dc.identifier.proquest9426552en_US
dc.identifier.oclc722864766en_US
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