Contingent Instructors and Student Outcomes: An Artifact or a Fact?

Autor/in	Johnson, Iryna Y.
Titel	Contingent Instructors and Student Outcomes: An Artifact or a Fact?
Quelle	In: Research in Higher Education, 52 (2011) 8, S.761-785 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-011-9219-2
Schlagwörter	Grades (Scholastic); School Holding Power; Outcomes of Education; Higher Education; Models; Tenure; Comparative Analysis; Student Motivation; College Faculty + Suchen Sie Ihr Suchwort? Notenspiegel; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Amtszeit; Beschäftigungsdauer; Schulische Motivation; Fakultät
Abstract	This study addresses methodological problems surrounding existing research on exposure to contingent instructors and student outcomes. By applying non-aggregated and aggregated measures of exposure to contingent instructors to the same data, this analysis demonstrates that effects of commonly used measures of exposure to contingent instructors have little to do with actual contingent instructor effects on student outcomes. Two multi-level approaches--cross-classified and multiple membership models--are applied in the single-institution analysis of faculty status effect on student outcomes--grades and first year retention. The analysis showed no variability in student retention and a significant variability in grades by faculty characteristics. Compared to their tenured and tenure-track peers, contingent instructors are more likely to assign higher grades, which may lead to lowered levels of academic challenge and student motivation to do their best work. (Contains 3 footnotes, 8 tables, and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10