Characteristics of Effective Teaching in Higher Education: Between Definitional Despair and Certainty
Abstract
Conflicting claims about the definition of teaching effectiveness in higher education abound. While some argue that the characteristics of effective teaching are well known and supported by a large body of research, others argue that teaching cannot be readily defined, and attempts to do so are doomed. The author reviews the ways in which the topic of college teaching effectiveness has been explored, detailing findings and discussing ways in which this literature can inform decision making in higher education.
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