A better understanding of the role of classroom teaching practices in the success of university students

Jacquemart, Justine [UCL] De Clercq, Mikaël [UCL] Galand, Benoît [UCL]

Higher education (HE) continues to expand in all OECD countries, in response to new economic and social recommendations. Nevertheless, failure and drop-out rates remain high and socialy unfair. Many studies have demonstrated the impact of individual differences on academic success. Beyond these factors, many researchers have emphasised the importance of considering the impact of the educational context on academic success. However, many researchers do not take teaching practices into account. Few studies focus on the fine-grained analysis of the dimensions of HE teachers' practices and their effects on academic success. Our thesis therefore aims to better understand the academic success of HE students by broadening the scope of analysis and considering teachers' pedagogical practices in conjunction with individual student factors. To do this, we will draw on systematic and rigorous analyses of teaching practices as they have been widely studied, in compulsory education (CE). We will attempt to develop a comprehensive and convincing model of teaching practices in HE by referring to two conceptual frameworks: TheThree Basic Dimensions model et the Classroom Assessment Scoring System. More specifically, the project is structured around three studies. The first study will demonstrate the reliability and validity of a systematic observation tool framed for HE context. The second study will analyse the direct effects of practice dimensions on students academic success through multilevel modeling. The third study will test moderating effects of student’s socioeconomic status and past performance.