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5 Mythen der Hochschullehre

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Der Film stützt sich stark auf Immanuel Ulrichs hervorragendes Buch "Gute Lehre in der Hochschule", und geht in Teilen etwas darüber hinaus.

Literatur:

Aleamoni, L. M. (1999). Student rating myths versus research facts from 1924 to 1998. Journal of Personnel Evaluation in Education, 13, 153–166. http://library.sau.edu/committee/assess.pdf. Zugegriffen: 02. Okt. 2015.

Blackburn, R. T. (1974) The meaning of work in academia. In J. I. Doi (Ed.), Assessing faculty effort. New Directions for Institutional Research (Vol. 2, pp. 75–99). San Francisco: Jossey-Bass.

Clayson, D. E. (2009). Student evaluations of teaching: Are they related to what students learn? A meta-analysis and review of the literature. Journal of marketing education, 31(1), 16-30.

Cohen, P. A. (1981). Student ratings of instruction and student achievement: A meta-analysis of multisection validity studies. Review of educational Research, 51(3), 281-309.

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.

Feldman, K. (1987). Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: A review and exploration. Research in Higher Education, 26, 227–298.

Feldman, K. A. (2007). Identifying exemplary teachers and teaching: Evidence from student ratings. The scholarship of teaching and learning in higher education: An evidence-based perspective, 93-143.

Hattie, J. A. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79–91.

Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of educational research, 66(4), 507-542.

Kokkelenberg, E. C., Dillon, M., & Christy, S. M. (2008). The effects of class size on student grades at a public university. Economics of Education Review, 27(2), 221–233.

Marsh, H. W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for further research. International Journal of Educational Research, 11, 253–388.

Marsh, H. W. (2001). Distinguishing between good (useful) and bad workloads on students’ evaluations of teaching. American Educational Research Journal, 38(1), 183-212.

Marsh, H. W., & Hattie, J. (2002). The relation between research productivity and teaching effectiveness: Complementary, antagonistic, or independent constructs?. The journal of higher education, 73(5), 603-641.

Marsh, H. W., & Roche, L. A. (2000). Effects of grading leniency and low workload on students’ evaluations of teaching: Popular myth, bias, validity, or innocent bystanders?. Journal of educational psychology, 92(1), 202.

O’Connor, M. C., & Paunonen, S. V. (2007). Big five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971–990.

Sample, S. B. (1972). Inherent conflict between research and education. Educational Record, 53, 17–22.


Die Harvard Fallmethode

Problem-based Learning

Evidenz zur Wirksamkeit von Prüfungen in der Hochschullehre

Das Urheberrecht in der Hochschullehre

Hörsäle aktivieren

Viele Techniken, um Lernende in Gruppen einzuteilen

Neue Ansätze in der Hochschullehre

5 Mythen der Hochschullehre

Fürsorge als Einstellung und Praxis in der Hochschule