Charles F Blaich
Biographic Data
| ID | 5524890 |
|---|---|
| NAME | Charles F Blaich |
| GIVEN NAMES | Charles F |
| FAMILY NAME | Blaich |
| SIGNATURE | BLAICH C F |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 1 |
Deeply Affecting First-Year Students' Thinking
This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes
The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes
Using a multi-institutional sample of undergraduate students, this study found that the relationships between engaging in high impact/good practices and liberal arts outcomes differ based on students' precollege and background characteristics. Findings suggest that high impact/good practices are not a panacea and require a greater degree of critical evaluation by higher education scholars
Deeply Affecting First-Year Students' Thinking
This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes
The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes
Using a multi-institutional sample of undergraduate students, this study found that the relationships between engaging in high impact/good practices and liberal arts outcomes differ based on students' precollege and background characteristics. Findings suggest that high impact/good practices are not a panacea and require a greater degree of critical evaluation by higher education scholars
Deeply Affecting First-Year Students' Thinking
This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes
The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes
Using a multi-institutional sample of undergraduate students, this study found that the relationships between engaging in high impact/good practices and liberal arts outcomes differ based on students' precollege and background characteristics. Findings suggest that high impact/good practices are not a panacea and require a greater degree of critical evaluation by higher education scholars
Evaluation of Teaching Practices (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Best practice (1 work) · Cognition (1 work) · Cognitive psychology (1 work) · Communication in Education and Healthcare (1 work) · Critical thinking (1 work) · Developmental psychology (1 work)