Comparar métodos
Revisa los métodos seleccionados uno junto a otro; las filas que difieren aparecen resaltadas.
| Escala de Clima Escolar× | Escala de Efectividad Docente× | |
|---|---|---|
| Campo | Psicología educativa | Psicología educativa |
| Familia | Process / pipeline | Process / pipeline |
| Año de origen | 1982 | 1982 |
| Autor original≠ | Charles S. Anderson, Wayne Hoy | Herbert Marsh |
| Tipo≠ | School climate assessment instrument | Teacher effectiveness rating scale |
| Fuente seminal≠ | Anderson, C. S. (1982). The search for school climate: a review of the research. Review of Educational Research, 52(3), 368-420. DOI ↗ | Marsh, H. W. (1982). SEEQ: a reliable, valid, and useful instrument for collecting students' evaluations of university teaching. British Journal of Educational Psychology, 52(1), 77-95. DOI ↗ |
| Alias | SCS, School Environment Measurement | TES, Instructor Effectiveness Rating |
| Relacionados | 4 | 4 |
| Resumen≠ | The School Climate Scale (SCS) is an institutional assessment tool that measures the overall social and emotional environment of a school. Grounded in organizational climate research, instruments such as Hoy and Tarter's Organizational Climate Description Questionnaire (OCDQ) evaluate dimensions including principal leadership, teacher collaboration, student relationships, and school safety, providing schools with data on the intangible but crucial aspects of school life that affect student outcomes and well-being. | The Teaching Effectiveness Scale (TES) is a validated instrument designed to measure students' perceptions of instructor effectiveness across multiple dimensions. The most widely known version, the Student Evaluation of Educational Quality (SEEQ), developed by Marsh (1982), assesses nine dimensions of teaching including learning value, enthusiasm, organization, group interaction, and course difficulty, providing comprehensive feedback on instructor performance. |
| ScholarGateConjunto de datos ↗ |
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