| Title: |
The Black Box Revelation of Instructional Practices: A Mixed Study of the Transition to HE |
| Language: |
English |
| Authors: |
Justine Jacquemart (ORCID 0000-0002-8047-0314); Mikaël De Clercq (ORCID 0000-0003-2667-9165); Benoît Galand (ORCID 0000-0003-3387-4305) |
| Source: |
European Journal of Higher Education. 2025 15(2):301-322. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
School Transition; Educational Practices; Academic Achievement; College Freshmen; Student Characteristics; College Instruction; College Faculty; Foreign Countries; Teacher Student Relationship |
| Geographic Terms: |
Belgium |
| DOI: |
10.1080/21568235.2024.2327315 |
| ISSN: |
2156-8235; 2156-8243 |
| Abstract: |
Instructional practices (IP) could be an important lever for student's adjustment to the first year at the university. Yet, the role of teaching practices is overlooked in the literature about students' transition to Higher Education (HE). To overcome this limitation, the current study proposes to analyse the link between teaching practices and student achievement controlling for individual variables. More precisely, multi-level analyses were carried out on 932 students scattered on 18 different courses from five universities. Instructional practices were measured through teachers' self-reported questionnaires. The main results highlighted the significant link between instructional support or consideration for students' perspectives and student academic achievement. Moreover, eight focus groups were carried out with students to understand more deeply the role of the teacher in their adjustment to HE. Five major themes emerged from the data: Non-verbal attitudes, Teacher's flexibility and structure, interactive and entertaining lessons and clear and consistent expectations. These results provided several guidelines to improve IP to ease students' transition process to HE. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1473240 |
| Database: |
ERIC |