A Model of Effective Teaching in Arts, Humanities, and Social Sciences

Autor/inn/en	Tahir, Khazima; Ikram, Hamid; Economos, Jennifer; Morote, Elsa-Sophia; Inserra, Albert
Titel	A Model of Effective Teaching in Arts, Humanities, and Social Sciences
Quelle	In: Journal for Leadership and Instruction, 16 (2017) 1, S.27-32 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Art Education; Humanities; Social Sciences; Teacher Effectiveness; Teacher Student Relationship; Graduate Students; Graduate School Faculty; Undergraduate Study; Likert Scales; Student Surveys; Predictor Variables; Structural Equation Models; Regression (Statistics); Statistical Analysis + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Grundstudium; Likert-Skala; Schülerbefragung; Prädiktor; Regression; Regressionsanalyse; Statistische Analyse
Abstract	The purpose of this study was to examine how graduate students with undergraduate majors in arts, humanities, and social sciences perceived individualized consideration, Student-Professor Engagement in Learning (SPEL), intellectual stimulation, and student deep learning, and how these variables predict effective teaching. A sample of 251 graduate students responded to a survey posted in two professional associations, and four universities in the United States and other countries. A structural equation model analyzed the influence of the independent variables on the dependent variable, effective teaching. A multiple regression analysis indicated that individualized consideration, SPEL, and deep learning were significant predictors of effective teaching. Intellectual simulation was a predictor of deep learning, which in turn influenced effective teaching. (As Provided).
Anmerkungen	SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01