The Benefits of Good Teaching Extend beyond Course Achievement

Autor/inn/en	Loes, Chad N.; Pascarella, Ernest T.
Titel	The Benefits of Good Teaching Extend beyond Course Achievement
Quelle	In: Journal of the Scholarship of Teaching and Learning, 15 (2015) 2, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Instructional Effectiveness; Educational Practices; Outcomes of Education; Critical Thinking; Lifelong Learning; Learning Motivation; Academic Persistence; Educational Attainment; Probability; Bachelors Degrees; Undergraduate Students; Academic Achievement; Cognitive Development; Questionnaires + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Bildungspraxis; Lernleistung; Schulerfolg; Kritisches Denken; Life-long learning; Lebenslanges Lernen; Motivation for studies; Lernmotivation; Bildungsabschluss; Bildungsgut; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; 'Bachelor''s degrees'; Bachelor-Studiengang; Schulleistung; Kognitive Entwicklung; Fragebogen
Abstract	This paper synthesizes research from the Wabash National Study on Liberal Arts Education, the National Study on Student Learning, and the Research on Iowa Student Experiences study that estimates the influence of certain effective instructional practices on a range of student outcomes. Student perceptions of two specific teacher behaviors--instructor clarity and instructor organization--are associated with gains in a number of important student outcomes including critical thinking, propensity for lifelong learning, academic motivation, persistence to the second year of college, graduate degree plans, likelihood of obtaining a bachelor's degree, and student use of deep approaches to learning. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01