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ERIC Number: EJ1039444
Record Type: Journal
Publication Date: 2013-Nov
Pages: 24
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0020-4277
Instructional Development in Higher Education: Impact on Teachers' Teaching Behaviour as Perceived by Students
Stes, Ann; Coertjens, Liesje; Petegem, Peter
Instructional Science: An International Journal of the Learning Sciences, v41 n6 p1103-1126 Nov 2013
Although instructional development has become an important topic in higher education, little is known about the impact on teaching practice. In this study we investigate the impact of instructional development on teachers' teaching behaviour as perceived by students. Quantitative student data were assembled for 15 experimental and 12 control teachers. 45 experimental students and 27 control students were interviewed. Repeated measures analyses of variance and analyses of covariance showed no statistically significant impact of instructional development on teaching behaviour. The analysis of the qualitative data sustained this result. Several interpretations and perspectives for further research as well as for the planning of instructional development are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A