Teacher effects on student attrition and performance in mass-market tertiary education.

Autor/in	Foster, Gigi
Titel	Teacher effects on student attrition and performance in mass-market tertiary education.
Quelle	In: Higher education, 60 (2010) 3, S. 301-319Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-009-9301-2
Schlagwörter	Forschung; Lehre; Studium; Hochschulforschung; Studienverhalten; Hochschule; Studentenschaft; Student; Ausland; Australien
Abstract	Tertiary education is now accessible even to those who appear unlikely ex ante to succeed in jobs requiring post-high school education. Institutions that have broadened access to their programs must rely on two things to protect the quality of the degrees they award: selection mechanisms operating during students' tenure, and effective teaching. This paper explores the relative strength of these two forces in a broad-spectrum, first-year undergraduate course. Using detailed data from the University of South Australia on student background, tutors, performance, and enrollment across 15 weeks in a first-year core course, I explore the extent to which teachers impact upon the success of their students directly (through effective teaching) and indirectly (through facilitating the dropping out of more poorly-prepared students). Results indicate that teachers vary widely in their influence on attrition and performance, and that none is robustly effective in facilitating both the disproportionate out-selection of students with poor initial preparation, and the disproportionate achievement of this group. Performance at neither of these tasks is predictable based on teachers' formal university affiliation. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2011/1