NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ893210
Record Type: Journal
Publication Date: 2010-Sep
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0018-1560
Teacher Effects on Student Attrition and Performance in Mass-Market Tertiary Education
Foster, Gigi
Higher Education: The International Journal of Higher Education and Educational Planning, v60 n3 p301-319 Sep 2010
Tertiary education is now accessible even to those who appear unlikely "ex ante" to succeed in jobs requiring post-high school education. Institutions that have broadened access to their programs must rely on two things to protect the quality of the degrees they award: selection mechanisms operating during students' tenure, and effective teaching. This paper explores the relative strength of these two forces in a broad-spectrum, first-year undergraduate course. Using detailed data from the University of South Australia on student background, tutors, performance, and enrollment across 15 weeks in a first-year core course, I explore the extent to which teachers impact upon the success of their students directly (through effective teaching) and indirectly (through facilitating the dropping out of more poorly-prepared students). Results indicate that teachers vary widely in their influence on attrition and performance, and that none is robustly effective in facilitating "both" the disproportionate out-selection of students with poor initial preparation, "and" the disproportionate achievement of this group. Performance at neither of these tasks is predictable based on teachers' formal university affiliation.
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 - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia