Frank Costin
Dados Biográficos
| ID | 1604007 |
|---|---|
| NOME | Frank Costin |
| PRENOMES | Frank |
| SOBRENOME | Costin |
| ASSINATURA | COSTIN F |
| AFILIAÇÕES | University of Illinois Urbana-Champaign |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 25 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1968 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 1993 |
| ÍNDICE H | 3 |
Beliefs about rape and women's social roles
Various researchers on feminist issues have argued that rape against women is supported by beliefs encouraging socioeconomic domination of women and that acceptance of ‘rape myths’ foster those beliefs. If this is true, acceptance of such myths should be correlated with restrictive beliefs about women's social roles. Two previous studies, carried out in England, Israel, United States, and West Germany, confirmed that hypothesis (Costin, 1985; Cos…
Beliefs about rape and women's social roles
Student Ratings and Instructor Self-ratings and Their Relationship to Student Achievement
Self-ratings and student ratings of 17 instructors who served as teaching assistants in a large introductory psychology course for two consecutive semesters were compared with student achievement on an externally constructed final examination. Instructor self-ratings and student ratings demonstrated good convergent validity during the second semester, especially on scales measuring student involvement in the classroom, teacher support, and teache…
Predicting Teacher Effectiveness from Graduate Admissions Predictors
An attempt to predict the teaching ability of graduate teaching assistants (as measured by student achievement and student satisfaction) from predictors of graduate-student success in graduate school suggested the following: 1) student achievement in an introductory psychology course correlates most strongly with the instructor’s GRE-Advanced score and number of psychology courses taken by the instructor as an undergraduate; 2) student satisfacti…
Dissimilarity and attraction
Students in 93 university classes described themselves and their instructors on personality tests measuring traits relevant (ascendancy and personal relations) and irrelevant (sociability and cautiousness) to teaching skill. Dissimilarity (instructor being higher than student) on relevant trait dimensions was hypothesized to be instrumental for student satisfaction with an instructor's role performance. When students were classified as similar or…
The Student as Consumer of the Teaching Process
College students in social-behavioral science courses described their personality traits, their teachers’ traits, dimensions of classroom behavior, and their attraction to their instructors (graduate teaching assistants) “as persons” and “as teachers.” Correlational analyses showed that teacher skill was not related to students’ self-perceived personality traits or their attraction to teachers “as persons,” but was correlated positively with cert…
Three-Choice Versus Four-Choice Items
Student Ratings of College Teaching
The past several years have seen a striking increase in attempts to evaluate college teaching. Included in this demand for evaluation has been the widespread use of formal student appraisal of courses and instructors. Several years ago, an extensive survey by Gustad (1961) into the methods of teacher evaluation used by 584 colleges and universities revealed that student ratings were cited most often. More recently, however, Gustad (1967) reported…
Hostility and Learning
Dogmatism and Conservatism
The Optimal Number of Alternatives in Multiple-Choice Achievement Tests
The Scrambled Sentence Test
Dogmatism and the Retention of Psychological Misconceptions
A Graduate Course in the Teaching of Psychology
Beliefs about rape and women's social roles
Dissimilarity and attraction
Students in 93 university classes described themselves and their instructors on personality tests measuring traits relevant (ascendancy and personal relations) and irrelevant (sociability and cautiousness) to teaching skill. Dissimilarity (instructor being higher than student) on relevant trait dimensions was hypothesized to be instrumental for student satisfaction with an instructor's role performance. When students were classified as similar or…
The Student as Consumer of the Teaching Process
College students in social-behavioral science courses described their personality traits, their teachers’ traits, dimensions of classroom behavior, and their attraction to their instructors (graduate teaching assistants) “as persons” and “as teachers.” Correlational analyses showed that teacher skill was not related to students’ self-perceived personality traits or their attraction to teachers “as persons,” but was correlated positively with cert…
A Graduate Course in the Teaching of Psychology
Dogmatism and the Retention of Psychological Misconceptions
A Graduate Course in the Teaching of Psychology
The Scrambled Sentence Test
The Optimal Number of Alternatives in Multiple-Choice Achievement Tests
Student Ratings of College Teaching
The past several years have seen a striking increase in attempts to evaluate college teaching. Included in this demand for evaluation has been the widespread use of formal student appraisal of courses and instructors. Several years ago, an extensive survey by Gustad (1961) into the methods of teacher evaluation used by 584 colleges and universities revealed that student ratings were cited most often. More recently, however, Gustad (1967) reported…
Hostility and Learning
Dogmatism and Conservatism
Three-Choice Versus Four-Choice Items
Dissimilarity and attraction
Students in 93 university classes described themselves and their instructors on personality tests measuring traits relevant (ascendancy and personal relations) and irrelevant (sociability and cautiousness) to teaching skill. Dissimilarity (instructor being higher than student) on relevant trait dimensions was hypothesized to be instrumental for student satisfaction with an instructor's role performance. When students were classified as similar or…
The Student as Consumer of the Teaching Process
College students in social-behavioral science courses described their personality traits, their teachers’ traits, dimensions of classroom behavior, and their attraction to their instructors (graduate teaching assistants) “as persons” and “as teachers.” Correlational analyses showed that teacher skill was not related to students’ self-perceived personality traits or their attraction to teachers “as persons,” but was correlated positively with cert…
Predicting Teacher Effectiveness from Graduate Admissions Predictors
An attempt to predict the teaching ability of graduate teaching assistants (as measured by student achievement and student satisfaction) from predictors of graduate-student success in graduate school suggested the following: 1) student achievement in an introductory psychology course correlates most strongly with the instructor’s GRE-Advanced score and number of psychology courses taken by the instructor as an undergraduate; 2) student satisfacti…
Student Ratings and Instructor Self-ratings and Their Relationship to Student Achievement
Self-ratings and student ratings of 17 instructors who served as teaching assistants in a large introductory psychology course for two consecutive semesters were compared with student achievement on an externally constructed final examination. Instructor self-ratings and student ratings demonstrated good convergent validity during the second semester, especially on scales measuring student involvement in the classroom, teacher support, and teache…
Beliefs about rape and women's social roles
Beliefs about rape and women's social roles
Various researchers on feminist issues have argued that rape against women is supported by beliefs encouraging socioeconomic domination of women and that acceptance of ‘rape myths’ foster those beliefs. If this is true, acceptance of such myths should be correlated with restrictive beliefs about women's social roles. Two previous studies, carried out in England, Israel, United States, and West Germany, confirmed that hypothesis (Costin, 1985; Cos…
Psychology (14 obras) · Social Psychology (8 obras) · Mathematics education (6 obras) · Clinical Psychology (5 obras) · Communication in Education and Healthcare (4 obras) · Evaluation of Teaching Practices (4 obras) · Mathematics (4 obras) · Political science (4 obras) · Psychometrics (4 obras) · Statistics (4 obras)