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Article: Disciplinary Differences in Student Ratings of Teaching Quality
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TitleDisciplinary Differences in Student Ratings of Teaching Quality
 
AuthorsKember, D1
Leung, DYP1
 
KeywordsDisciplinary difference
Epistemology
Graduate capabilities
Perceived quality of teaching
Teaching and learning environments
 
Issue Date2011
 
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0361-0365
 
CitationResearch In Higher Education, 2011, v. 52 n. 3, p. 278-299 [How to Cite?]
DOI: http://dx.doi.org/10.1007/s11162-010-9194-z
 
AbstractComparisons of large samples of course and teaching evaluation questionnaire data show consistent disciplinary differences. The current study examined the disciplinary differences in a theoretical model positing the impact of the perceived nature of teaching and learning environment on the development of generic capabilities by testing of (1) whether a common model of good teaching operated across disciplines and (2) the extent of deployment of teaching variables and their impact on learning outcomes. The sample consisted of 3,305 first and third year Chinese undergraduates of a university in Hong Kong, divided into four broad disciplinary groupings. Multiple-group structural equation modelling analysis showed configural invariance of the hypothesised model, suggesting a common model of good teaching across disciplines; and significant differences in the magnitude of structural paths and latent mean values across the four disciplinary groups were obtained reflecting differences between disciplines in the extent to which elements within the teaching and learning environment were brought into play. Possible reasons in terms of the epistemological nature of the disciplines were given to explain for the disciplinary variations. © 2010 The Author(s).
 
ISSN0361-0365
2012 Impact Factor: 0.935
2012 SCImago Journal Rankings: 1.236
 
DOIhttp://dx.doi.org/10.1007/s11162-010-9194-z
 
ISI Accession Number IDWOS:000288778500004
 
ReferencesReferences in Scopus
 
DC FieldValue
dc.contributor.authorKember, D
 
dc.contributor.authorLeung, DYP
 
dc.date.accessioned2012-02-21T05:44:31Z
 
dc.date.available2012-02-21T05:44:31Z
 
dc.date.issued2011
 
dc.description.abstractComparisons of large samples of course and teaching evaluation questionnaire data show consistent disciplinary differences. The current study examined the disciplinary differences in a theoretical model positing the impact of the perceived nature of teaching and learning environment on the development of generic capabilities by testing of (1) whether a common model of good teaching operated across disciplines and (2) the extent of deployment of teaching variables and their impact on learning outcomes. The sample consisted of 3,305 first and third year Chinese undergraduates of a university in Hong Kong, divided into four broad disciplinary groupings. Multiple-group structural equation modelling analysis showed configural invariance of the hypothesised model, suggesting a common model of good teaching across disciplines; and significant differences in the magnitude of structural paths and latent mean values across the four disciplinary groups were obtained reflecting differences between disciplines in the extent to which elements within the teaching and learning environment were brought into play. Possible reasons in terms of the epistemological nature of the disciplines were given to explain for the disciplinary variations. © 2010 The Author(s).
 
dc.description.naturepublished_or_final_version
 
dc.description.otherSpringer Open Choice, 21 Feb 2012
 
dc.identifier.citationResearch In Higher Education, 2011, v. 52 n. 3, p. 278-299 [How to Cite?]
DOI: http://dx.doi.org/10.1007/s11162-010-9194-z
 
dc.identifier.citeulike8159829
 
dc.identifier.doihttp://dx.doi.org/10.1007/s11162-010-9194-z
 
dc.identifier.eissn1573-188X
 
dc.identifier.epage299
 
dc.identifier.hkuros184798
 
dc.identifier.isiWOS:000288778500004
 
dc.identifier.issn0361-0365
2012 Impact Factor: 0.935
2012 SCImago Journal Rankings: 1.236
 
dc.identifier.issue3
 
dc.identifier.openurl
 
dc.identifier.scopuseid_2-s2.0-79952700415
 
dc.identifier.spage278
 
dc.identifier.urihttp://hdl.handle.net/10722/145053
 
dc.identifier.volume52
 
dc.languageEng
 
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0361-0365
 
dc.publisher.placeNetherlands
 
dc.relation.ispartofResearch in Higher Education
 
dc.relation.referencesReferences in Scopus
 
dc.rightsThe Author(s)
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.subjectDisciplinary difference
 
dc.subjectEpistemology
 
dc.subjectGraduate capabilities
 
dc.subjectPerceived quality of teaching
 
dc.subjectTeaching and learning environments
 
dc.titleDisciplinary Differences in Student Ratings of Teaching Quality
 
dc.typeArticle
 
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Author Affiliations
  1. The University of Hong Kong