The Benefits of Good Teaching Extend Beyond Course Achievement

Article Sidebar

PDF
Published: Apr 5, 2015
DOI: https://doi.org/10.14434/josotl.v15i2.13167
Keywords:
Effective instruction, teaching, cognitive development, critical thinking

Main Article Content

Chad N. Loes
Mount Mercy University
Ernest T Pascarella

Abstract

This paper synthesizes research from the Wabash National Study on Liberal Arts Education, the National Study on Student Learning, and the Research on Iowa Student Experiences study that estimates the influence of certain effective instructional practices on a range of student outcomes. Student perceptions of two specific teacher behaviors – instructor clarity and instructor organization – are associated with gains in a number of important student outcomes including critical thinking, propensity for lifelong learning, academic motivation, persistence to the second year of college, graduate degree plans, likelihood of obtaining a bachelor's degree, and student use of deep approaches to learning.

Downloads

Download data is not yet available.

Article Details

How to Cite
Loes, C. N., & Pascarella, E. T. (2015). The Benefits of Good Teaching Extend Beyond Course Achievement. Journal of the Scholarship of Teaching and Learning, 15(2), 1–13. https://doi.org/10.14434/josotl.v15i2.13167
Issue
Volume 15, Number 2
Section
Articles
  1. Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
     
  2. Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.

  3. In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.

References

Abrami, P., d’Apollonia, S., & Rosenfield, S. (2007). The dimensionality of student ratings of instruction: What we know and what we do not. In R. Perry & J. Smart (Eds.), Effective teaching in higher education: Research and practice (pp. 385-456). The Netherlands: Springer.

Benton, S. L., Duchon, D., & Pallett, W. H., (2011). Validity of student self-reported ratings of instruction. Assessment & Evaluation in Higher Education, 38(4), 377-388. doi: 10.1080/02602938.2011.636799

Braxton, J. M., Bray, N. J., & Berger, J. B. (2000). Faculty teaching skills and their influences on the college student departure process. Journal of College Student Development, 41(2), 215-227.

Braxton, J. M., Hirschy, A. S., & McClendon, S. A. (2004). Understanding and reducing college student departure. ASHE-ERIC Higher Education Report, 30(3). San Francisco, CA: JosseyBass.

Bray, G. B., Pascarella, E.T., & Pierson, C.T. (2004). Postsecondary education and some dimensions of literacy development: An exploration of longitudinal evidence. Reading Research Quarterly, 39(3), 306-330. doi.org/10.1598/RRQ.39.3.3

Braskamp, L. A., & Ory, J. C. (1994). Assessing faculty work. San Francisco, CA: Jossey-Bass.

Cashin, W. E. (1999). Student ratings of teaching: Uses and misuses. Unpublished manuscript, Kansas State University, Manhattan.

Cashin, W. E., Downey, R. G., & Sixbury, G. R. (1994). Global and specific ratings of teaching effectiveness and their relation to course objectives: Reply to Marsh. Journal of Educational Psychology, 86(4), 649-657. doi: 10.1037/0022-0663.86.4.649.

d'Apollonia, S., & Abrami, P. C. (1997). Navigating student ratings of instruction. American Psychologist, 52(11), 1198-1208. doi: 10.1037/0003-066X.52.11.1198

Edison, M., Doyle, S., & Pascarella, E. (1998, November). Dimensions of teaching effectiveness and their impact on student cognitive development. Paper presented at the annual meeting of the Association for the Study of Higher Education, Miami, FL.

Feldman, K. (1994, January). Identifying exemplary teaching: Evidence from course and teacher evaluations. Paper commissioned by the National Center on Postsecondary Teaching, Learning, and Assessment. Stony Brook, NY: State University of New York at Stony Brook.

Feldman, K. A. (1996). Reflections on the study of effective college teaching and student ratings: One continuing quest and two unresolved issues. Unpublished manuscript, State University of New York, Stony Brook.

Feldman, K. A. (1997). Identifying exemplary teachers and teaching: Evidence from student ratings. In R. Perry & J. Smart (Eds.), Effective teaching in higher education: Research and practice (pp. 368-395). New York, NY: Agathon.

Feldman, K. A. (1989). The association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multisection validity studies. Research in Higher Education, 30(6), 583-645. doi: 10.1007/BF00992392

Gillig, B., Roksa, J., & Pascarella, E.T. (2013, November). Predicting change in academic motivation: Academic and social factors. Paper presented at the annual meeting of the Association for the Study of Higher Education, St. Louis, MO.

Greenwald, A. G. (1997). Validity concerns and usefulness of student ratings of instruction. American Psychologist, 52(11), 1182-1186. doi:10.1037/0003-066X.52.11.1182

Hanson, J., Paulsen, M., & Pascarella, E. (2013). Understanding graduate school aspirations: The effects of good teaching practices (Doctoral Dissertation, University of Iowa). Retrieved from http://ir.uiowa.edu/etd/2513/

Hines, C., Cruickshank, D., & Kennedy, J. (1985). Teacher clarity and its relationship to student achievement and satisfaction. American Educational Research Journal, 22(1), 87-99. doi: 10.3102/00028312022001087

Loes, C.N., An, B.P., & Pascarella, E.T. (2015). Does effective classroom instruction enhance bachelor’s degree completion? Some initial evidence. Unpublished manuscript. The University of Iowa, Center for Research on Undergraduate Education.

Loes, C. N., Saichaie, K., Padgett, R. D., & Pascarella, E. T. (2012). The effects of teacher behaviors on students’ inclination to inquire and lifelong learning. International Journal for the Scholarship of Teaching & Learning, 6(2), 1–20.

Loes, C.N., & Salisbury, M.H. (2013, November). Does race moderate the cognitive impacts of good teaching? Paper presented at the annual meeting of the Association for the Study of Higher Education, St. Louis, MO.

Loes, C.N., Salisbury, M.H., & Pascarella, E.T. (2014). Student perceptions of effective instruction and the development of critical thinking: A replication and extension. Higher Education, September 2014. doi: 10.1007/s10734-014-9807-0

Marsh, H. W. (1987). Students' evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(3), 253-388. doi: 10.1016/0883-0355(87)90001-2

Marsh, H., & Dunkin, M. (1997). Students’ evaluations of university teaching: A multi dimensional perspective. In R. Perry & J. Smart (Eds.), Effective teaching in higher education: Research and practice (pp. 241-320). New York, NY: Agathon.

Marsh, H. W., & Roche, L. A. (1997). Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52(11). doi: 10.1037/0003-066X.52.11.1187

Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How educational practices affect the development of life-long learning orientations in traditionally-aged undergraduate students. Research in Higher Education, 49(4), 337-356. doi: 10.1007/s11162-007-9081-4

McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52(11), 1218-1225. doi: 10.1037/0003-066X.52.11.1218

Pascarella, E. T., Salisbury, M. H., & Blaich, C. (2011). Exposure to effective instruction and college student persistence: A multi-institutional replication and extension. Journal of College Student Development, 52(1), 4-19. doi: 10.1353/csd.2011.0005

Pascarella, E. T., Seifert, T. A., & Whitt, E. J. (2008). Effective instruction and college student persistence: Some new evidence. New Directions for Teaching and Learning, 2008(115), 55-70. doi: 10.1002/tl.325

Pascarella, E. T., Wang, J. S., Trolian, T. L., & Blaich, C. (2013). How the instructional and learning environments of liberal arts colleges enhance cognitive development. Higher Education, 66(5), 569-583. doi: 10.1007/s10734-013-9622-z

Pascarella, E., Edison, M., Nora, A., Hagedorn, L., & Braxton, J. (1996). Effects of teacher organization/preparation and teacher skill/clarity on general cognitive skills in college. Journal of College Student Development, 37(1), 7-19.

Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco, CA: Jossey-Bass.

Pascarella, E.T, & Terenzini, P.T. (2005). How college affects students (Vol. 2): A third decade of research. San Francisco, CA: Jossey-Bass.

Perry, R. P., & Smart, J. C. (2007). The scholarship of teaching and learning in higher education: An evidence-based perspective. The Netherlands: Springer.

Rabinowitz, M., & Glaser, R. (1985). Cognitive structure and process in highly competent performance. In F. Horowitz and M. O’Brien (Eds.), The gifted and talented: Developmental perspectives, (pp. 85-98). Washington, DC: American Psychological Association. doi: 10.1037/10054-003

Schonwetter, D., Menec, V., & Perry, R. (April, 1995). An empirical comparison of two effective college teaching behaviors: Expressiveness and organization. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.

Tinto, V. (2006-2007). Research and practice of student retention: What next? Journal of College Student Retention, 8(1), 1-19. doi: 10.2190/4YNU-4TMB-22DJ-AN4W

Toutkoushian, R., Shafiq, M.N., & Trivette, M. (2013). Accounting for risk of non-completion in private and social rates of return to higher education. Journal of Education Finance, 39(1), 7395.

Wang, J., Pascarella, E.T., Nelson Laird, T.F., & Ribera, A.K. (in press). Impacts of clear and organized classroom instruction and deep approaches to learning on four-year growth in critical thinking skills and need for cognition. Studies in Higher Education.

Wachtel, H. K. (1998). Student evaluation of college teaching effectiveness: A brief review. Assessment & Evaluation in Higher Education, 23(2), 191-212. doi: 10.1080/0260293980230207

Weimer, M., & Lenze, L. (1997). Instructional interventions: Review of the literature on efforts to improve instruction. In R. Perry & J. Smart (Eds.), Effective teaching in higher education: Research and practice (pp. 154-168). New York: Agathon Press.

Wood, A., & Murray, H. (1999, April). Effects of teacher enthusiasm on student attention, motivation, and memory encoding. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.