Instructional Quality and Student Learning in Higher Education: Evidence from Developmental Algebra Courses

Autor/in	Chingos, Matthew M.
Titel	Instructional Quality and Student Learning in Higher Education: Evidence from Developmental Algebra Courses
Quelle	In: Journal of Higher Education, 87 (2016) 1, S.84-114 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	Algebra; Mathematics Instruction; Educational Quality; Higher Education; Community Colleges; Developmental Studies Programs; Correlation; College Students; College Faculty; Mathematics Teachers; Teacher Characteristics; Full Time Students; Robustness (Statistics); Student Characteristics; Outcomes of Education; Statistical Analysis; Mathematics Tests; Mathematics Achievement; Teacher Effectiveness; Value Added Models; California + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Korrelation; Collegestudent; Fakultät; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Vollzeitstudium; Widerstandsfähigkeit; Lernleistung; Schulerfolg; Statistische Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kalifornien
Abstract	Little is known about the importance of instructional quality in American higher education because few recent studies have had access to direct measures of student learning that are comparable across sections of the same course. Using data from two developmental algebra courses at a large community college, I found that student learning varies systematically across instructors and was correlated with observed instructor characteristics including education, full-time status, and experience. Instructors appeared to have effects on student learning beyond their impact on course completion rates. A variety of robustness checks suggested that these results do not appear to be driven by nonrandom matching of students and instructors based on unobserved characteristics or censoring of the dependent variable due to students who dropped the course before the final exam. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01