File Download
  Links for fulltext
     (May Require Subscription)

Article: Disciplinary Differences in Student Ratings of Teaching Quality

TitleDisciplinary Differences in Student Ratings of Teaching Quality
Authors
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
Citation
Research In Higher Education, 2011, v. 52 n. 3, p. 278-299 How to Cite?
Abstract
Comparisons 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).
Persistent Identifierhttp://hdl.handle.net/10722/145053
ISSN
2013 Impact Factor: 1.141
ISI Accession Number ID
References

 

Author Affiliations
  1. The University of Hong Kong
DC FieldValueLanguage
dc.contributor.authorKember, Den_HK
dc.contributor.authorLeung, DYPen_HK
dc.date.accessioned2012-02-21T05:44:31Z-
dc.date.available2012-02-21T05:44:31Z-
dc.date.issued2011en_HK
dc.identifier.citationResearch In Higher Education, 2011, v. 52 n. 3, p. 278-299en_HK
dc.identifier.issn0361-0365en_HK
dc.identifier.urihttp://hdl.handle.net/10722/145053-
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).en_HK
dc.languageEngen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0361-0365en_HK
dc.relation.ispartofResearch in Higher Educationen_HK
dc.rightsThe Author(s)en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subjectDisciplinary differenceen_HK
dc.subjectEpistemologyen_HK
dc.subjectGraduate capabilitiesen_HK
dc.subjectPerceived quality of teachingen_HK
dc.subjectTeaching and learning environmentsen_HK
dc.titleDisciplinary Differences in Student Ratings of Teaching Qualityen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4551/resserv?sid=springerlink&genre=article&atitle=Disciplinary Differences in Student Ratings of Teaching Quality&title=Research in Higher Education&issn=03610365&date=2011-05-01&volume=52&issue=3& spage=278&authors=David Kember, Doris Y. P. Leungen_US
dc.identifier.emailKember, D: dkember@hkucc.hku.hken_HK
dc.identifier.emailLeung, DYP: dorisl@hkucc.hku.hken_HK
dc.identifier.authorityKember, D=rp00911en_HK
dc.identifier.authorityLeung, DYP=rp00465en_HK
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1007/s11162-010-9194-zen_HK
dc.identifier.scopuseid_2-s2.0-79952700415en_HK
dc.identifier.hkuros184798-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79952700415&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume52en_HK
dc.identifier.issue3en_HK
dc.identifier.spage278en_HK
dc.identifier.epage299en_HK
dc.identifier.eissn1573-188Xen_US
dc.identifier.isiWOS:000288778500004-
dc.publisher.placeNetherlandsen_HK
dc.description.otherSpringer Open Choice, 21 Feb 2012en_US
dc.identifier.scopusauthoridKember, D=7004176224en_HK
dc.identifier.scopusauthoridLeung, DYP=16304486500en_HK
dc.identifier.citeulike8159829-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats