Effects of teachers' instructional development on students' study approaches in higher education
Bibliographic Data
| ID | 4837029 |
|---|---|
| Authors | Ann Stes (University of Antwerp, corresponding author), Sven De Maeyer (0000-0003-2888-1631, University of Antwerp), David Gijbels (0000-0001-8369-9213, University of Antwerp), Peter Van Petegem (0000-0002-4078-7800, University of Antwerp) |
| Year | 2013 |
| Volume | 38 |
| Issue | 1 |
| Pages | 2-19 |
| Publication date | 2013-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2011.562976 |
| OpenAlex | W2147412860 |
| Language | EN |
| Citations received | 4 |
| References cited | 22 |
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class size and student level (first years versus non-first years). Quantitative data were gathered from more than 1000 students at pre-tests and post-tests, using a quasi-experimental design. A multilevel analysis was then conducted in which five models were estimated. The results show limited effects of teachers' instructional development. Several interpretations and perspectives for research into instructional development are discussed
Faculty Development · Higher education · Mathematics education · Pedagogy · Political science · Professional development · Evaluation of Teaching Practices · Higher Education and Employability · Higher Education Research Studies · Psychology
Don’t hold me back’
The effects of a teaching development institute for early career researchers on their intended teaching strategies, course design, beliefs about instructors’ and students’ knowledge, and instructional self-efficacy
Making sense of a teaching programme for university academics
Change in university teachers' elearning beliefs and practices
The impact of instructional development in higher education
Teachers’ beliefs and intentions concerning teaching in higher education
Transfer of Training
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
Testing Structural Equation Models
Multilevel Analysis
Perceived Transfer of Learning
Elaborating a model of teacher professional growth
The effect of pedagogical training on teaching in higher education
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
Investigating the relationship between variations in students' perceptions of their academic environment and variations in study behaviour in distance education
Seeq
The revised two-factor Study Process Questionnaire
A performance indicator of teaching quality in higher education
Alternative Ways of Assessing Model Fit
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,31 |
| Citation span | 2013 - 2020 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |