A Model of Effective Teaching in Arts, Humanities, and Social Sciences

The purpose of this study was to examine how graduate students with undergraduate majors in arts, humanities, and social sciences perceived individualized consideration, Student-Professor Engagement in Learning (SPEL), intellectual stimulation, and student deep learning, and how these variables pred...

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Bibliographic Details
Published inJournal for Leadership and Instruction Vol. 16; no. 1; pp. 27 - 32
Main Authors Tahir, Khazima, Ikram, Hamid, Economos, Jennifer, Morote, Elsa-Sophia, Inserra, Albert
Format Journal Article
LanguageEnglish
Published SCOPE Education Services 2017
Subjects
Art Education
Graduate School Faculty
Graduate Students
Humanities
Likert Scales
Predictor Variables
Regression (Statistics)
Social Sciences
Statistical Analysis
Structural Equation Models
Student Surveys
Teacher Effectiveness
Teacher Student Relationship
Undergraduate Study
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Summary:The purpose of this study was to examine how graduate students with undergraduate majors in arts, humanities, and social sciences perceived individualized consideration, Student-Professor Engagement in Learning (SPEL), intellectual stimulation, and student deep learning, and how these variables predict effective teaching. A sample of 251 graduate students responded to a survey posted in two professional associations, and four universities in the United States and other countries. A structural equation model analyzed the influence of the independent variables on the dependent variable, effective teaching. A multiple regression analysis indicated that individualized consideration, SPEL, and deep learning were significant predictors of effective teaching. Intellectual simulation was a predictor of deep learning, which in turn influenced effective teaching.