The Effect of Faculty Support for Students' Changing Views on Students' Time Use

• In Event: Learning and Development Through Pedagogical Designs

Abstract

Critics argue that higher education students are not spending enough time studying. Although scholars have examined how students are spending their time, few studies have assessed how students’ time use is influenced by their exposure to teaching practices. Therefore, we examined the extent to which teaching practices, namely cognitively responsive teaching, influence how students spend their time. We found that students who experienced the third cognitive responsive teaching claim, support of changing views, spent more time socializing related to an academic class, and more time involved in co-curricular activities related to an academic class. We did not find that cognitively responsive teaching influences time spent studying.

Authors

• Jessica Ostrow Michel, Teachers College, Columbia University

• Marisol Jimenez, Teachers College, Columbia University

• Jarett D. Haley, University of Michigan - Ann Arbor

• Corbin M. Campbell, Teachers College, Columbia University