Understanding graduate school aspirations: the effect of good teaching practices
This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at 4-year colleges and universities in the USA. We examined whether eight good teaching practices (non-cl...
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| Veröffentlicht in: | Higher education 2016-05, Vol.71 (5), p.735-752 |
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| description | This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at 4-year colleges and universities in the USA. We examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pretest and posttest data from the Wabash National Study of Liberal Arts Education, the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students. (HRK / Abstract übernommen). |
| doi_str_mv | 10.1007/s10734-015-9934-2 |
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We examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pretest and posttest data from the Wabash National Study of Liberal Arts Education, the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students. 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We examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pretest and posttest data from the Wabash National Study of Liberal Arts Education, the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students. (HRK / Abstract übernommen).</description><subject>Academic achievement</subject><subject>Academic Aspiration</subject><subject>Academic degrees</subject><subject>Academic standards</subject><subject>Achievement Need</subject><subject>Administrators</subject><subject>Analysis</subject><subject>Ausland</subject><subject>Baccalaureate degrees</subject><subject>Classroom communication</subject><subject>College faculty</subject><subject>College students</subject><subject>Colleges</subject><subject>Education</subject><subject>Education policy</subject><subject>Educational research</subject><subject>Ethnicity</subject><subject>Expectations</subject><subject>Feedback</subject><subject>Frequency standards</subject><subject>Graduate schools</subject><subject>Graduate studies</subject><subject>Graduate Study</subject><subject>Graduates</subject><subject>Higher Education</subject><subject>Historically Black Colleges & 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We examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pretest and posttest data from the Wabash National Study of Liberal Arts Education, the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students. (HRK / Abstract übernommen).</abstract><cop>Dordrecht</cop><pub>Springer</pub><doi>10.1007/s10734-015-9934-2</doi><tpages>18</tpages><orcidid>https://orcid.org/0000-0002-1682-3891</orcidid></addata></record> |
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| subjects | Academic achievement Academic Aspiration Academic degrees Academic standards Achievement Need Administrators Analysis Ausland Baccalaureate degrees Classroom communication College faculty College students Colleges Education Education policy Educational research Ethnicity Expectations Feedback Frequency standards Graduate schools Graduate studies Graduate Study Graduates Higher Education Historically Black Colleges & Universities Hochschule Humanities Influence Information standards Institutional Characteristics Instructional Effectiveness Lehre Logistics Longitudinal Studies Parent Participation Pretests Posttests Regression (Statistics) Student Student Attitudes Student Characteristics Student Experience Student Motivation Students Studies Studium Teaching Teaching Methods Undergraduate education Undergraduate Students USA |
| title | Understanding graduate school aspirations: the effect of good teaching practices |
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