El valor de las respuestas de los estudiantes en foros abiertos: Un análisis natural de las descripciones de los profesores que recibieron una mala calificación

Autores/as

  • Carlos Valcarcel Arizona State University
  • Jeffrey Holmes Arizona State University https://orcid.org/0000-0003-3693-4297
  • David C. Berliner Arizona State University
  • Mari Koerner Arizona State University

DOI:

https://doi.org/10.14507/epaa.29.6289

Palabras clave:

evaluación estudiantil del desempeño docente, procesamiento natural del lenguaje, retroalimentación (respuesta), política escolar, escuela secundaria, escuelas intermedias

Resumen

En este documento utilizamos el procesamiento del lenguaje natural para revisar cientos de miles de reseñas negativas de los estudiantes sobre sus maestros enviadas al sitio web RateMyTeacher.com. Nuestro análisis identificó varios problemas planteados por los estudiantes al calificar mal a los maestros, lo que se suma a la literatura que define a los “malos maestros” desde la perspectiva del estudiante. También identificamos el idioma que los estudiantes usaron para describir estos problemas y notamos una clara distinción entre el idioma usado para abordar las quejas relacionadas con la enseñanza y el comportamiento percibido como inadecuado para la enseñanza. Argumentamos que los foros digitales pueden ser herramientas valiosas para las escuelas y concluimos con sugerencias y ejemplos del tipo de políticas que se pueden derivar de este tipo de análisis de un foro digital para estudiantes.

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Biografía del autor/a

Carlos Valcarcel, Arizona State University

Carlos Valcarcel is currently a graduate student at the University of California, Berkeley but formerly held a position as a Research Analyst at the Center for the Art and Science of Teaching (CAST) at Arizona State University (ASU) under Dr. Mari Koerner. His research focus began in environmental economics and later shifted toward education and educational policy. He has published articles in the academic journal Applied Economics Letters and worked on numerous grant-funded research projects in his role as Sr. Researcher at the Digital Teaching and Learning Action Lab at ASU. He has also published articles on data-science, programming and cognitive-gaming for dyslexia. His current research interests focus on community organization and technology transfer in social and economic development contexts.

Jeffrey Holmes, Arizona State University

Jeffrey Holmes is an Instructor in Film and Media Studies within the Department of English. He received his PhD in Rhetoric, Composition, and Literacy from Arizona State University. His research focuses on the changing landscape of teaching and learning both in schools and in informal settings, in particular through digital media and distributed teaching and learning systems. He has published in academic journals such as On the Horizon and Well Played and regularly presents at conferences such as the American Educational Research Association (AERA), Games+Learining+Society (GLS), Association of Internet Researchers (AoIR), and the Rhetoric Society of America (RSA). He has also consulted on projects around the globe, including UNESCO, the Mahatma Gandhi Institute of Peace and Sustainable Development, the Toronto Public Libraries, State Libraries of New South Wales, and Pearson, LLC.

David C. Berliner, Arizona State University

David C. Berliner is Regents’ Professor of Education, Emeritus, at Arizona State University. He is a member of the National Academy of Education, the International Academy of Education, and a past president of both the American Educational Research Association [AERA]and the Division of Educational Psychology of the American Psychological Association [APA]. He has won numerous awards for his work on behalf of the education profession, and authored or co-authored over 400 articles, chapters and books. He co-edited the first Handbook of Educational Psychology and the books Talks to Teachers, Perspectives on Instructional Time, and Putting Research to Work in Your School. He has interests in the study of teaching, teacher education, and educational policy.

Mari Koerner, Arizona State University

Mari Koerner is Professor Emerita of Education at Arizona State University’s Mary Lou Fulton Teachers College. Her prior service at ASU includes serving as Dean of the College of Teacher Education and Leadership at Arizona State University's West campus (2006-2010) and Dean of Mary Lou Fulton Teachers College (2010-2016). Professor Koerner’s book, “THE SUCCESSFUL DEAN: Thoughtful Strategies and Savvy Tips for Today’s Evolving Leadership,” was published by Teachers College Press in 2020. She has served as principal investigator or co-director of over $100,000,000 million of grant-funded programs.

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Publicado

2021-06-07

Cómo citar

Valcarcel, C., Holmes, J., Berliner, D. C., & Koerner, M. (2021). El valor de las respuestas de los estudiantes en foros abiertos: Un análisis natural de las descripciones de los profesores que recibieron una mala calificación. Archivos Analíticos De Políticas Educativas, 29(January - July), 79. https://doi.org/10.14507/epaa.29.6289

Número

Vol. 29 Núm. January - July (2021)

Sección

Articles