Literaturnachweis - Detailanzeige
| Autor/inn/en | Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter |
|---|---|
| Titel | Instructional Development for Teachers in Higher Education: Effects on Students' Learning Outcomes |
| Quelle | In: Teaching in Higher Education, 17 (2012) 3, S.295-308 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-2517 |
| DOI | 10.1080/13562517.2011.611872 |
| Schlagwörter | Higher Education; College Faculty; Class Size; Quasiexperimental Design; Instructional Development; Foreign Countries; Outcomes of Education; Academic Achievement; Beginning Teachers; Pretests Posttests; Control Groups; Comparative Analysis; Experimental Groups; Belgium |
| Abstract | Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study, we investigate the impact of an instructional development program for beginning university teachers on students' learning outcomes. We also explore whether this impact is dependent on class size and student level. Quantitative data were gathered from more than 1000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. The results show limited effects of teachers' instructional development. Several interpretations and perspectives for further research are discussed. (Contains 8 tables and 1 note.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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