Abstract

Data on how teaching awards programs announce their criteria, require evidence, and use standards show that many are vague about criteria, do not match evidence to criteria, and have no explicit standards for making judgments. This study discusses the underlying issues and makes recommendations for change.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 589-617
Launched on MUSE
2006-06-06
Open Access
No
Archive Status
Archived
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