Developing Performance Indicators for Assessing Classroom Teaching Practices and Student Learning

By A. Cabrera, C. Colbeck, P. Terenzini. 2001

220 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2b534f5adb7ce86cf67b7b17207e470f7045959a

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Citations in the corpus

Collaborative Learning and Critical Thinking: Testing the Link (2017, methodology): “Most similar to our study, the items used in the Cabrera et al. (2001) scale assessing collaborative learning consist of constituent items such as, “There are opportunities to work in groups,” “Students teach and learn from one another,” and “Students interact with other students in course outside…”
Using SERVQUAL to Measure the Quality of the Classroom Experience (2008, methodology): “Future research can investigate the relationship between SERVQUAL and specific dimensions of learning such as professional competencies, group interpersonal skills, problem-solving skills, design skills, and so on (Cabrera et al., 2001).”
Student learning experience as indicator of teaching quality (2012, background): “Some attempts have been made to consider students’ evaluation of their learning experiences as a basis for evaluating the effectiveness of teaching (Cabrera et al. 2001; Oliver et al. 2008).”
Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status (2009, background): “As findings from the two literature reviews suggest, college impact research has continually demonstrated a favorable relationship between student–faculty interaction and a broad range of student educational outcomes (e.g., Astin 1977, 1993; Cabrera et al. 2001; Campbell and Campbell 1997; Endo and ”
A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions (2014, background): “Cabrera, Colbeck, and Terenzini (2001) factor-analyse a list of gains reported by engineering students and found three main learning outcomes: group skills, problemsolving skills and occupational awareness.”
Coursework master’s programmes: the student’s experience of research and research supervision (2009, background): “…shown to have differing levels of impact on student outcomes – including ability, achievement and satisfaction – following a programme of higher education (Pascarella and Terenzini 1991; Astin 1993; Cabrera, Colbeck, and Terenzini 2001; Lizzio, Wilson, and Simons 2002; Richardson and Price 2003).”