High-Impact Teaching Practices in Higher Education: A Best Evidence Review
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| Title: | High-Impact Teaching Practices in Higher Education: A Best Evidence Review |
|---|---|
| Language: | English |
| Authors: | Smith, Calvin D. (ORCID |
| Source: | Studies in Higher Education. 2021 46(8):1696-1713. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Quality, Teaching Methods, Higher Education, Validity, Instructional Innovation, Evidence Based Practice, Foreign Countries, Best Practices, Research Reports |
| Geographic Terms: | Australia |
| DOI: | 10.1080/03075079.2019.1698539 |
| ISSN: | 0307-5079 |
| Abstract: | In this paper, we report on an attempt to systematically discover reliable and high-quality evidence on teaching practices that have an impact on student learning. We adopted an innovative approach that was modelled on some of the practices of a systematic review. Papers that met certain quality criteria (population generalisability, ecological validity, measurement validity, logical clarity and design justification) were examined and a weighted-average score for each paper was calculated. These were then ranked to derive lists of best-evidenced and most impactful teaching and curriculum strategies. The results reveal that this method provides a reasonable approach to distilling the available literature into a concise representation of the most effective practices that are backed by good research design attributes. The results will be useful for curriculum designers, university leaders and policy makers, and have already informed policy at one Australian university. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1305133 |
| Database: | ERIC |
| Abstract: | In this paper, we report on an attempt to systematically discover reliable and high-quality evidence on teaching practices that have an impact on student learning. We adopted an innovative approach that was modelled on some of the practices of a systematic review. Papers that met certain quality criteria (population generalisability, ecological validity, measurement validity, logical clarity and design justification) were examined and a weighted-average score for each paper was calculated. These were then ranked to derive lists of best-evidenced and most impactful teaching and curriculum strategies. The results reveal that this method provides a reasonable approach to distilling the available literature into a concise representation of the most effective practices that are backed by good research design attributes. The results will be useful for curriculum designers, university leaders and policy makers, and have already informed policy at one Australian university. |
|---|---|
| ISSN: | 0307-5079 |
| DOI: | 10.1080/03075079.2019.1698539 |
