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Direct linkStes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter – Studies in Higher Education, 2013
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…
Descriptors: Faculty Development, College Faculty, College Students, Foreign Countries
Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter – Teaching in Higher Education, 2012
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study, we investigate the impact of an instructional development program for beginning university teachers on students' learning outcomes. We also explore whether this impact is dependent on class size and student level.…
Descriptors: Higher Education, College Faculty, Class Size, Quasiexperimental Design
Meeus, Wil; Van Petegem, Peter; Meijer, Joost – Educational Studies, 2008
A portfolio model was developed which can serve as an alternative to the literature study with practical processing, the predominant dissertation model used in teacher education courses in Flanders. Using a pre- and post-test quasi-experimental design with 174 teacher students and 44 supervisors, we examined whether the use of portfolio as a…
Descriptors: Portfolios (Background Materials), Quasiexperimental Design, Independent Study, Metacognition
Meeus, Wil; Van Petegem, Peter; Meijer, Joost – Educational Research, 2008
Background: The predominant dissertation model used in teacher education courses in Flanders is the "literature study with practical processing". Despite the practical supplement, this traditional model does not fit sufficiently well with autonomous learning as the objective of modern teacher education dissertations. This study reports on the…
Descriptors: Portfolios (Background Materials), Experimental Groups, Control Groups, Quasiexperimental Design
Stes, Ann; Coertjens, Liesje; Van Petegem, Peter – Higher Education: The International Journal of Higher Education and Educational Planning, 2010
Although instructional development for teachers has become an important topic in higher education, little is known about the impact it has on daily teaching practice. The lack of systematic programme evaluation is an ongoing concern. In this study we investigate by use of a quasi-experimental design, the impact of an instructional development…
Descriptors: Instructional Development, College Instruction, Higher Education, Beginning Teachers
Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter – British Journal of Educational Psychology, 2012
Background: Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce. Aims: The impact of an instructional…
Descriptors: Evidence, Instructional Development, Higher Education, Quasiexperimental Design
Stes, Ann; Van Petegem, Peter – Educational Research, 2011
Background: Over the past decades, the issue of improving teaching in higher education has been seriously addressed. Centres for instructional development, aimed at enhancing teaching, have been set up in many countries. Instructional development for early career academics is perceived to be of particular importance. Given the considerable…
Descriptors: Instructional Development, Academic Achievement, Interviews, Program Effectiveness
