O valor das respostas dos alunos em fóruns abertos: Uma análise natural das descrições de professores que foram mal avaliados

Autores

  • 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

Palavras-chave:

avaliação do aluno sobre o desempenho do professor, processamento de linguagem natural, feedback (resposta), política escolar, ensino médio, escola secundária

Resumo

Neste artigo, usamos o processamento de linguagem natural para revisar centenas de milhares de avaliações negativas de alunos de seus professores enviadas para o site RateMyTeacher.com. Nossa análise identificou várias questões levantadas pelos alunos ao avaliar mal os professores, o que contribui para a literatura que define “professores ruins” da perspectiva do aluno. Também identificamos a linguagem que os alunos usam para descrever essas questões e notamos uma distinção clara entre a linguagem usada para lidar com queixas relacionadas ao ensino e o comportamento percebido como impróprio para o ensino. Defendemos que os fóruns digitais podem ser ferramentas valiosas para as escolas e concluímos com sugestões e exemplos do tipo de políticas que podem ser derivadas deste tipo de análise de um fórum digital para alunos.

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Biografia do Autor

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

Como Citar

Valcarcel, C., Holmes, J., Berliner, D. C., & Koerner, M. (2021). O valor das respostas dos alunos em fóruns abertos: Uma análise natural das descrições de professores que foram mal avaliados. Arquivos Analíticos De Políticas Educativas, 29(January - July), 79. https://doi.org/10.14507/epaa.29.6289

Edição

v. 29 n. January - July (2021)

Seção

Articles

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