The relation between research productivity and teaching effectiveness - Complementary, antagonistic, or independent constructs?

被引：273

作者：

Marsh, HW ^{[1
]}

Hattie, J

机构：

[1] Univ Western Sydney, Res Ctr, SELF, Sydney, NSW, Australia

[2] Univ Auckland, Sch Educ, Auckland 1, New Zealand

来源：

JOURNAL OF HIGHER EDUCATION | 2002年 / 73卷 / 05期

关键词：

D O I：

10.1353/jhe.2002.0047

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Research universities are based, in part, on the ideal that teaching and research are complementary activities. In contrast, we provide further evidence, following from the Hattie and Marsh (1996) meta-analysis, against this enduring academic myth of complementarity and support the hypothesis that teaching and research excellence are independent constructs.

引用

页码：603 / +

页数：40

共 75 条

[1]

Aiken L. S., 1991, MULTIPLE REGRESSION

[2]

[Anonymous], HIGHER ED HDB THEORY

[3]

[Anonymous], AUSTR U REV

[4]

[Anonymous], HDB TEACHER EVALUATI

[5]

[Anonymous], VESTES

[6]

[Anonymous], 1963, MAN TIME SOC

[7]

Astin AW, 1993, What matters in college? Four years revisited

[8] THE HELTER-SKELTER RELATIONSHIP BETWEEN TEACHING AND RESEARCH - A CLUSTER OF PROBLEMS AND SMALL WINS [J].

BAKER, PJ .

TEACHING SOCIOLOGY, 1986, 14 (01) :50-66

[9]

Bandura A., 1977, SOCIAL LEARNING THEO, VVol. 1

[10]

Barnett B., 1992, CHRON HIGHER EDUC, V38, pA40

← 1 2 3 4 5 6 7 8 →