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Article: From conceptions of effective teachers to styles of teaching: Implications for higher education

TitleFrom conceptions of effective teachers to styles of teaching: Implications for higher education
Authors
KeywordsConceptions of effective teachers
Teaching styles
Issue Date2009
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning And Individual Differences, 2009, v. 19 n. 1, p. 113-118 How to Cite?
AbstractThe present study investigates the predictive power of conceptions of effective teachers for teaching styles. Ninety-three academic staff from two large comprehensive universities in the People's Republic of China responded to The Effective Teacher Inventory [Zhang, L.F. (2003). The effective teacher inventory. Unpublished test, The University of Hong Kong: Hong Kong.] and to the Thinking Styles in Teaching Inventory [Grigorenko, E.L., & Sternberg, R.J. (1993). Thinking styles in teaching inventory. Unpublished test, Yale University.]. Results suggested that teachers who considered being superior in research-related activities as a more important attribute of an effective university teacher reported that they taught more conservatively, whereas teachers who perceived teaching-related activities as being more critical functions of an effective teacher reported that they taught more creatively. Implications of this finding for university teachers and administrators are discussed. © 2008 Elsevier Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/60083
ISSN
2015 Impact Factor: 1.631
2015 SCImago Journal Rankings: 1.057
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, Lfen_HK
dc.date.accessioned2010-05-31T04:03:20Z-
dc.date.available2010-05-31T04:03:20Z-
dc.date.issued2009en_HK
dc.identifier.citationLearning And Individual Differences, 2009, v. 19 n. 1, p. 113-118en_HK
dc.identifier.issn1041-6080en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60083-
dc.description.abstractThe present study investigates the predictive power of conceptions of effective teachers for teaching styles. Ninety-three academic staff from two large comprehensive universities in the People's Republic of China responded to The Effective Teacher Inventory [Zhang, L.F. (2003). The effective teacher inventory. Unpublished test, The University of Hong Kong: Hong Kong.] and to the Thinking Styles in Teaching Inventory [Grigorenko, E.L., & Sternberg, R.J. (1993). Thinking styles in teaching inventory. Unpublished test, Yale University.]. Results suggested that teachers who considered being superior in research-related activities as a more important attribute of an effective university teacher reported that they taught more conservatively, whereas teachers who perceived teaching-related activities as being more critical functions of an effective teacher reported that they taught more creatively. Implications of this finding for university teachers and administrators are discussed. © 2008 Elsevier Inc. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindifen_HK
dc.relation.ispartofLearning and Individual Differencesen_HK
dc.subjectConceptions of effective teachersen_HK
dc.subjectTeaching stylesen_HK
dc.titleFrom conceptions of effective teachers to styles of teaching: Implications for higher educationen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1041-6080&volume=19&issue=1&spage=113&epage=118&date=2009&atitle=From+conceptions+of+effective+teachers+to+styles+of+teaching:+Implications+for+higher+educationen_HK
dc.identifier.emailZhang, Lf: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, Lf=rp00988en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lindif.2008.01.004en_HK
dc.identifier.scopuseid_2-s2.0-57249090765en_HK
dc.identifier.hkuros159731en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-57249090765&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume19en_HK
dc.identifier.issue1en_HK
dc.identifier.spage113en_HK
dc.identifier.epage118en_HK
dc.identifier.isiWOS:000262847600013-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridZhang, Lf=15039838600en_HK
dc.identifier.citeulike6624352-

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