Instructional Quality and Student Learning in Higher Education

Evidence from Developmental Algebra Courses

Dados Bibliográficos

ID9013442
AutoresMatthew M Chingos (autor correspondente)
Ano2016
Volume87
Fascículo1
Páginas84-114
Data de publicação2016-01-01
Open AccessNão
TipoARTICLE
PeriódicoThe Journal of Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0022-1546 • E-ISSN: 1538-4640
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00221546.2016.11777395
OpenAlexW4252384253
IdiomaEN
Citações recebidas3
Referências citadas14

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

Algebra over a field · Higher education · Mathematics education · Pedagogy · Physics · Political science · Quality (philosophy · Computer Science · Evaluation of Teaching Practices · Innovations in Educational Methods · Mathematics · Psychology · School Choice and Performance

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