Our "Directive": Quality Teaching and Learning

Autor/inn/en	Gyurko, Jonathan; Snow, Meghan
Titel	Our "Directive": Quality Teaching and Learning
Quelle	In: Change: The Magazine of Higher Learning, 52 (2020) 5, S.6-16 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2020.1807873
Schlagwörter	Online Courses; Educational Change; Teaching Methods; Higher Education; Faculty Development; College Faculty; Learning Processes; Professional Associations; Outcomes of Education; Longitudinal Studies; Statistical Analysis; Educational Quality; Guidelines; COVID-19; Pandemics; Academic Achievement; Learner Engagement; Teacher Improvement; Equal Education; Teacher Effectiveness; School Holding Power; Graduation Rate + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Learning process; Lernprozess; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Quality of education; Bildungsqualität; Richtlinien; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Recent events demonstrate the need for better pedagogical preparation, particularly for online instruction. There has been a sudden burst of professional development nationwide in light of the glaring need. But across higher education more broadly, questions still persist: Isn't teaching more art than science? Will faculty learn about and implement new practices? If they do, will more students succeed? And are such changes even measurable? In this article, the authors aim to put any lingering doubts to rest. Over the past 6 years the Association of College and University Educators (ACUE) has pulled together research on collegiate teaching and learning into a framework of evidence-based teaching competencies. The authors have employed a logic model to study the impact of professional development on professors' teaching and the impact of better teaching on student outcomes. This article reviews these efforts and summarizes quantitative, longitudinal, and independently validated findings. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01