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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 0000-0002-3544-8337), Baik, Chi (ORCID 0000-0002-0480-5522)
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
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  Data: High-Impact Teaching Practices in Higher Education: A Best Evidence Review
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  Data: <searchLink fieldCode="AR" term="%22Smith%2C+Calvin+D%2E%22">Smith, Calvin D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3544-8337">0000-0002-3544-8337</externalLink>)<br /><searchLink fieldCode="AR" term="%22Baik%2C+Chi%22">Baik, Chi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0480-5522">0000-0002-0480-5522</externalLink>)
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  Data: 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
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  Data: 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.
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      – SubjectFull: Validity
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