The English Teaching Excellence (and Student Outcomes) Framework: Intelligent accountability in higher education?

Deem, Rosemary; Baird, Jo‐Anne

doi:10.1007/s10833-019-09356-0

Cited by 16 publications

(10 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study aims to provide recommendations for promoting excellence in teachinglearning processes [6,51]. Following the 2030 agenda for sustainable development goals [7], the design of this study focuses on students and how they learn.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, this research endeavors to go beyond the relationship between learning styles and performance by also evaluating the congruency between performance in different assessment methods and learning preferences. In line with the goal of achieving a university education based on excellence, tailored to the needs of students and ensuring equal opportunities [1,6], the purpose of this study is to identify the learning preferences of high-performing students, as well as to detect dimensions that may improve the results of lower-performing students in order to provide recommendations to teachers.…”

Section: Present Studymentioning

confidence: 99%

“…In line with promoting teaching excellence [6], efforts have been made in recent years to include the sustainable development approach to education within universities. Among the many objectives in the 2030 United Nations Agenda is the promotion of equitable and quality education focused on the strengths and needs of students to promote meaningful learning.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021

View full text Add to dashboard Cite

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Present Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021

View full text Add to dashboard Cite

show abstract

“…In relation to TEF, teaching excellence was defined by the metrics that were used to measure teaching excellence. It is for the reason that Deem and Baird (2020) argued that the TEF is best understood as an index rather than a measurement where the different elements of the index (the TEF metrics) define the nature of teaching excellence. This is supported by Matthews and Kotzee (in press) who analysed the institutional statements and found that successful statements tended to be those that reflected the metrics by focusing on employment, employability and student outcomes.…”

Section: Tqef and Tef As Policy Instrumentsmentioning

confidence: 99%

Developing effective national policy instruments to promote teaching excellence: evidence from the English case

Ashwin

2021

Policy Reviews in Higher Education

View full text Add to dashboard Cite

There is increasing international focus on system-wide schemes of teaching excellence in higher education. In this article, I explore national policy instruments intended to promote and measure teaching excellence. There appears to be very limited knowledge about what underpins the effective design of policy instruments for teaching excellence. This article attempts to address this gap by examining the English case, which involved two distinct approaches to developing teaching excellence across the higher education system. The available evidence suggests that neither policy instrument was particularly successful in increasing teaching excellence across the sector. This highlights the challenges of developing effective teaching excellence policy instruments. Based on this analysis, recommendations are made for the more effective design of policy instruments aimed at teaching excellence in higher education.

show abstract

“…Achieving teaching excellence in university education is one of the top priorities in current university teaching plans [1,2]. The definition of teaching excellence has been conceptualized from a variety of approaches.…”

Section: Introductionmentioning

confidence: 99%

Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting

Maya

Cuevas–Maraver

2020

IJERPH

View full text Add to dashboard Cite

The use of effective teaching strategies should be developed from teachers’ reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic techniques: psychodramatic images, soliloquy, role-playing and roda viva. A qualitative design using thematic analysis was followed. All 128 teachers participating in the Training in Teaching Skills: Educational Psychodrama (nine courses) were evaluated. Teachers (62.5% women) were from different disciplines. Two semi-structured group interviews were conducted using the focus group procedure. Focus groups were held at the beginning and end of each course (18 in total). The phases of thematic analysis were used as discourse analysis strategies. Teachers reported the need to develop active teaching practices with large groups, strategies to motivate students and skills for conflict resolution with students. Concerning psychodramatic techniques, emphasis was placed on the psychodramatic images to promote active learning and group construction of contents, exploring previous ideas and as an evaluation resource. In addition, the structured use of role-playing was positively assessed. These results identify specific teaching needs and support the use of psychodramatic techniques as a valuable educational resource in higher education.

show abstract

The English Teaching Excellence (and Student Outcomes) Framework: Intelligent accountability in higher education?

Cited by 16 publications

References 36 publications

The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

Developing effective national policy instruments to promote teaching excellence: evidence from the English case

Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting

Contact Info

Product

Resources

About