Journal article
Does Effective Classroom Instruction Enhance Bachelor's Degree Completion? Some Initial Evidence
Review of higher education, Vol.42(3), pp.903-931
03/01/2019
DOI: 10.1353/rhe.2019.0024
Abstract
Analyzing data from the Wabash National Study, we use probit models while adjusting for sample selection to estimate the influence of effective instructional behaviors on graduating from college. Net of a host of potential confounders, we find that exposure to effective instruction significantly predicts graduating from college in four years. We also find that this relation is indirect. Specifically, students who report greater exposure to effective instructional practices are more satisfied with the collegiate experience, which in turn leads to a greater likelihood of graduating from college in four years.
Details
- Title: Subtitle
- Does Effective Classroom Instruction Enhance Bachelor's Degree Completion? Some Initial Evidence
- Creators
- Chad N. Loes - Mt Mercy Univ, Criminal Justice, Cedar Rapids, IA 52402 USABrian P. An - Univ Iowa, Educ Policy & Leadership Studies, Iowa City, IA 52242 USAErnest T. Pascarella - Univ Iowa, Higher Educ, Iowa City, IA 52242 USA
- Resource Type
- Journal article
- Publication Details
- Review of higher education, Vol.42(3), pp.903-931
- Publisher
- Johns Hopkins University Press
- DOI
- 10.1353/rhe.2019.0024
- ISSN
- 0162-5748
- eISSN
- 1090-7009
- Number of pages
- 29
- Language
- English
- Date published
- 03/01/2019
- Academic Unit
- Sociology and Criminology; Educational Policy and Leadership Studies; Center for Social Science Innovation
- Record Identifier
- 9984306241002771
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