Does Effective Classroom Instruction Enhance Bachelor's Degree Completion? Some Initial Evidence

Autor/inn/en	Loes, Chad N.; An, Brian P.; Pascarella, Ernest T.
Titel	Does Effective Classroom Instruction Enhance Bachelor's Degree Completion? Some Initial Evidence
Quelle	In: Review of Higher Education, 42 (2019) 3, S.903-931 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Instructional Effectiveness; Bachelors Degrees; Time to Degree; Educational Attainment; College Graduates; Student Satisfaction; Student Experience; Academic Persistence; Classroom Environment; Outcomes of Education; Correlation; Grade Point Average; Student Characteristics; Institutional Characteristics; College Freshmen; College Entrance Examinations; College Faculty; College Seniors; ACT Assessment + Suchen Sie Ihr Suchwort? Unterrichtserfolg; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsabschluss; Bildungsgut; Hochschulabsolvent; Hochschulabsolventin; Studienerfahrung; Klassenklima; Unterrichtsklima; Lernleistung; Schulerfolg; Korrelation; Studienanfänger; Aufnahmeprüfung; Fakultät; College; Colleges; Senior; Hochschule; Fachhochschule; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Analyzing data from the Wabash National Study, we use probit models while adjusting for sample selection to estimate the influence of effective instructional behaviors on graduating from college. Net of a host of potential confounders, we find that exposure to effective instruction significantly predicts graduating from college in four years. We also find that this relation is indirect. Specifically, students who report greater exposure to effective instructional practices are more satisfied with the collegiate experience, which in turn leads to a greater likelihood of graduating from college in four years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01