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An enhancement of the yield of spontaneous Minute mutations by the high temperature of 29℃ in the c3G female－ywmf－2 male system of Drosophila melanogaster
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Une étude sur la fonction rectorale de 1850 à 1854 sous le système de ｌ'administration de l'Instruction publique lequel fut réglé par la loi Faｌloux．
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The Relation of Student Ratings of Teaching to Student Self-Ratings, Examination Scores, and Satisfaction with the Class. － In the Case of Required Subject "Human Relationships" －
Get PDFapplication/pdfThe relation of student ratings of teaching to student self-ratings of learning, examination scores, and overall class satisfactions are analyzed. One hundred and thirty-one junior college students responded to the questionnaire. The main results were as follows : (1) Three factors were evaluated from the student ratings of teaching. There are "evaluation of class contests" , "evaluation of teacher's attitudes", and "evaluation of class style". (2) Three factors were evaluated from the student self-ratings. There are "active attitude in the class" , "active attitude out of the class", and "general attitude in the classroom". (3) "Active attitude in the class" is positively correlated to the student ratings of teaching. (4) Students who rated teaching as high were more satisfied with the class than those who rated teaching as low. (5)Students who considered self-ratings as high were more satisfied with the class than those who considered themselves as low. Moreover, students who had a more serious general attitude in the classroom got higher examination scores than those who had a less serious attitude. (6) The consideration placed on teacher's personality is not related to the examination scores, but positively correlated to student satisfaction with the class. These findings suggest that students who have an active attitude rate the class as high, are satisfied with the class. These results are mostly the same as those of Makino (2000). Finally, teachers need to make effort to excite the class
Determinants of Student Ratings of Instruction (1). － A multivariate analysis of the motivational process －
Get PDFapplication/pdfThe purpose of this study was to investigate the relationship between student ratings of instruction, student self-ratings of learning, examination scores, and overall class satisfaction. One hundred and eight undergraduate students took part in a survey by completing a questionnaire. The data was analyzed through multivariate analysis. The results of the path analysis were as follows : (1) "Evaluation of class contents" and "evaluations of instructor's attitudes" were positively correlated with the class satisfaction. (2) "Active attitudes in the class were positively related to student satisfaction with the class and high examination scores. (3) Instructor's reliability and eagerness toward the class were positively associated with class satisfaction. These findings suggested that the contents of the class and instructor's attitudes in class were very important parts of student satisfaction with instruction. Moreover, there seems to be a direct relationship between student satisfaction with the class and the amount of studying that students actually do in a particular class
The Effect of Evaluation Apprehension on Students Ratings of Teaching (2). － When students have apprehension toward the evaluation of the teacher －
Get PDFapplication/pdfThis study was designed to examine the effects of evaluation apprehension on students ratings of teaching and student self-ratings. This study targeted a course by a teacher who would grade the students taking the course. Sixty undergraduate students took part in a survey by completing a questionnaire. Twenty-eight students filled out the questionnaire signed, and the rest of the students filled the questionnaire out anonymously. The signed ratings of teaching and anonymous ratings of teaching were compared. It was hypothesized that student ratings of teaching signed were higher than those anonymously because the students have the evaluation apprehension. The results were as follows : (l) There was no difference in ratings of teaching between an anonymous questionnaire and a signed questionnaire. (2) There was no difference in student self-ratings in class between those two kinds of ratings. The hypothesis was not supported. That is because the students in the anonymous questionnaire evaluated teaching so highly that a comparison cannot be drawn to support the hypothesis when the anonymous questionnaire is compared to the signed questionnaire
Enforcement and reflection of an open class "childcare principle I B"
Get PDFapplication/pdfThis paper is the record of an open class performed for the first time in the Department of Early Children Care and Education of Takamatsu Junior College. About the open class performed by Matsubara, this paper records the outline and aims at considering as future study materials. The main contents of this paper are the aim of a lesson, the method of guidance, a teaching plan, and the points of a lesson on the day